This book considers and interrogates a range of new and critical issues in contemporary early childhood education. It discusses both fundamental and emerging topics in the field, and presents them in the context of reflective and contemporary frameworks.
Bringing together leading experts whose work is at the cutting edge of contemporary early childhood education theory and research across the world, this book considers the care and education of young children from a global perspective and deals with issues and groups of children or families that are often marginalized.
The contributing authors challenge traditional views and maintain that new ways of thinking and doing are required in these new times. The chapters in this book highlight some of the most important issues as catalysts for discussion and critique.
Central to the discussions is the notion that these are complex issues that warrant debate and that there are often no simple solutions to them. These theoretical perspectives are situated in practice with the use of engaging case studies.
This edited collection is essential reading for anyone studying or working in early childhood education.
Contributors: Marina Umaschi Bers, Erica Burman, Judith Duncan, Anne Haas Dyson, Karen Gallas, Rachael Holmes, Elizabeth Jones, Michelle Leiminer, Hillevi Lenz Taguchi, Maggie MacLure, Christina MacRae, Joanna McPake, Veronica Pacini Ketchabaw, Alan Pence, Helen Penn, Lydia Plowman, Valerie Polakow, Christine Stephen, Gail Yuen.
This innovative and challenging book offers a refreshing and vigorous response to those who seek to create childhoods that are standardized, over-regulated and framed within a ‘one-size-fits-all’ approach. It demonstrates how childhoods are multiple, complex and multi-faceted in a global context and outlines approaches to policy and practice that celebrate diversity and address contemporary concerns such as poverty, children’s rights and quality in early childhood education. This is a book that should be read by researchers, practitioners, students and policy-makers alike: each will find important material that will change their thinking about early childhood education in the 21st century.
Professor Jackie Marsh, University of Sheffield, UK
An important addition to the growing body of literature contesting mainstream and standardising early childhood education, offering a rich, diverse and critical menu of work about both policy and practice.
Professor Peter Moss, Institute of Education University of London, UK
