Pedagogy is understood as embedded in the relationship between teaching and learning. In a globalising world with cross-cultural educational reforms, how the teaching-learning relationship is understood, recognised and developed is important. Reforms to the Saudi Early Years curriculum are based on the American High/Scope Model and Developmentally Appropriate Practice: ostensibly moving away from traditional (transmissive) teaching methods towards more child-centred approaches. After examining the origins of both European and Islamic approaches to early childhood education we argue that as Saudi pedagogy uses the principle of the Prophet Mohammed as the Best Model it is significantly different from Western pedagogy. The resultant curriculum is therefore radically different so the meaning of child-centred teaching and learning is literally lost in translation. Our paper presents lessons and understandings for curriculum and pedagogic development.