A Curriculum Theory Analysis of the Prince Edward Island Grade 2 (PEI G2) Science Curriculum: Aligning Pedagogy, Content, and Inclusivity in Early Education

This paper presents a critical analysis of the Prince Edward Island Grade 2 (PEI G2) Science Curriculum, part of the Atlantic Canada Framework and the pan-Canadian Common Framework of Science Learning Outcomes (K-12). Drawing on key curriculum theorists—Tyler, Taba, Stenhouse, Schwab, and Freire—the study examines how the curriculum aligns with pedagogical theory, content progression, and inclusive education principles in early science learning. Through a document-based qualitative approach, the analysis focuses on five dimensions: curriculum aims, pedagogical approaches, content sequencing, assessment alignment, and responsiveness to learner diversity. Findings indicate that while the PEI G2 curriculum is grounded in constructivist and progressive educational philosophies, it lacks clear scaffolding for inquiry-based learning and falls short in its practical support for inclusive teaching. References to inclusivity and formative assessment are present but insufficiently developed, and the absence of cultural responsiveness and digital literacy further limits its relevance to 21st-century educational needs. The paper concludes with theory-based recommendations to strengthen pedagogical clarity, adaptability, and equity in early science education.