The international team of contributors to this book argue that if these issues are not explicitly acknowledged, understood, critiqued and negotiated, emerging policies and documents may potentially lead to disadvantaging, marginalising and even pathologising certain childhoods.
Divided into two parts, the volume demonstrates the dialectic nature of both policy and practice. The chapters in this wide-ranging text:
- explore and articulate the philosophical premises and values that underpin current early childhood policy, curricula and pedagogies
- explicitly acknowledge and articulate some of potential conflicts and challenges they present
- provide examples of divergent and creative pedagogical thinking
- highlight opportunities for enabling pedagogical cultures and encounters.
Debates on Early Childhood Policies and Practices is aimed at a wide readership including academics and researchers in early years education, policy makers, undergraduate and postgraduate students, practitioners and early childhood professionals.
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