Curriculum is a key indicator of early childhood education and care quality. Meanwhile, early years curriculum is a cultural practice shaped by various contextual actors and drivers. To understand what and how of early years curriculum in the Eastern world, studies on policy and practice were conducted by the speaker in global and local (or East Asian) contexts, which lead to the construction of a theoretical framework – the Model of Curriculum Hybridisation. The Model explains how curriculum hybridisation has become a popular approach to curriculum development in early years sector in contemporary Eastern countries, against the backdrop of globalisation and neoliberalism. Subject/domain knowledge is relatively less emphasised in the existing curriculum policies and practices, with teachers striving for the breadth and balance in early years curriculum. The Eastern views of early years curriculum implies that there is an urgent need to enhance (inter-)cultural understanding, identity, and competence in children and teachers.