Philosophy of Early Childhood Education

Philosophy of Early Childhood Education: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning early childhood education. The essays in this volume penned by an international group of educators are both critical and transformative, offering new insights on the practices and policies within early childhood education. Provides a critical reflection on some current issues within early childhood education Offers perspectives outside traditional narratives of early childhood Encourages the emergence of new paradigms for early childhood education Promotes the value of difference, perspective, and "otherness" Features an international field of contributors from diverse geographical boundaries

Editorial (Michael A. Peters, University of Illinois at Urbana-Champaign). Introduction (Sandy Farquhar, University of Aukland) and Peter Fitzsimons, University of Aukland). 1. Meetings Across the Paradigmatic Divide (Peter Moss, Institute of Education, University of London). 2. The Gift Paradigm in Early Childhood Education (Genevieve Vaughan, Austin, Texas and Eila Estola, University of Oulu). 3. Conceptions of the Self in Early Childhood: Territorializing identities (Liselott Borgnon, Institute of Education, Stockholm). 4. Deconstructing and Transgressing the Theory – Practice dichotomy in early childhood education (Hillevi Lenz Taguchi, Institute of Education, Stockholm). 5. In Early Childhood: What's language about? (Liane Mozère). 6. The Politics of Processes and Products in Education: An early childhood metanarrative crisis? (Andrew Gibbons, New Zealand Tertiary College, Aukland). 7. (Re)Positioning the Child in the Policy/Politics of Early Childhood (Christine Woodrow, University of Western Sydney and Frances Press, Charles Sturt University). Notes on Contributors. Index.