Educational hints of preschool curriculum models in the axes of child agency, the nature and strategies of teaching-learning, the professional competence of educators.

The purpose of this article is to examine the famous patterns of preschool curriculum in threeareas; Attention to the child agency, the nature and strategies of teaching-learning, and the professional competence of educators that seems to distinguish the developed models from the less developed models of the preschool curriculum. To this end, the present article using the method of description and philosophical analysis explores these axes in Reggio Emilia, High/Scope, Swedish and Te Whãriki (T/W) patterns. Findings of the research in the first axis is indicating the realization of manifestations of child agency such as viewing to the child as a unique, competent and capable being, and to provide some grounds for hearing the child's voice in these patterns. In the second axis, the nature of learning is based on the perception of the child's perspective and her/his learning style, child’s active participation in learning and interaction with adult in meaning-making and constructing of knowledge, the making visible of child’s learning and the guidance of him/her towards lifelong learning. Therefore, teaching-learning strategies are based on participatory and communicative, exploratory, experimental, project-oriented, active and creative approaches. Also according to the third axis, the most of the studied models emphasis on the professional qualifications of educators in various personal, moral, social and professional dimensions.