""This book is a valuable contribution to the creation of a more
critical and theoretically diverse approach to early childhood
policy and practice. Through many vivid examples and a varied
cast-list of authors, both academics and practitioners, it shows
the potential of this approach for pedagogical work in early
childhood institutions and the education of the early childhood
workforce."
. Professor Peter Moss, Institute of Education, University of
London, UK.
. In the era of No Child Left Behind in the U.S., you might
think that the landscape of educational research and practice has
been transformed into a row of scientific models and unvarying
curricular scripts. Nicola Yelland's volume will persuade you that,
in contrast, the landscape in early childhood education is varied
and full of unconventional angles. The authors examine virtually
every significant aspect of curricular practice and postmodernist
theory, while challenging readers to be skeptics themselves to
engage with risky ideas on the way to transformative actions.
. . Celia Genishi, Professor of Education, Teachers College,
Columbia University, USA."
. . . This book challenges long-established beliefs about early
childhood education. It offers readers the opportunity to think
about the aspects of their profession that are fundamental to
providing effective and equitable educational opportunities for
young children in the 21st century. Well-known contributors explore
issues that are not only critical in terms of being fundamental to
early childhood education, but also critical in that they present
alternative ideas and use frameworks that are not traditional to
the field. Organized in three parts, the bookconsiders: . .
Contemporary views of early childhood education and teaching. The
rethinking of early childhood practices. The emergence of new
technologies and multiliteracies. . The chapters in the book focus
on aspects of early childhood education that have for a long time
been accepted as truisms, or have been too hard to deal with and
thus often ignored. For example, they include a consideration of
issues that range from examining play that might be sexual in focus
or learning how to cope with traumatic events in young childrens
lives, to the ways in which popular culture and new literacies
impact on what young children are interested in and how they can be
engaged in learning with information and communications technology.
.
. Essential reading for students in all early childhood studies
programmes, as well as early childhood practitioners who want to
engage in more reflective practices around their work. . .
. Contributors
. Yarrow Andrew, Chelsea Bailey, Mindy Blaise, Elizabeth Brooker,
Sheralyn Campbell, Gaile Cannella, Richard Johnson, Anna Kilderry,
Jackie Marsh, Jeanette Rhedding Jones, Leonie Rowan, Sharon Ryan,
Jonathan Silin, Jennifer Sumsion, Daniel Walsh, Nicola Yelland.
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