Philosophy of Early Childhood Education
Transforming Narratives
Author: Sandy Farquhar and Peter Fitzsimons Series: Educational Philosophy and Theory Special Issues
Farquhar (Univ. of Auckland, New Zealand) and Fitzsimons (educational management consultant) have included contributors from England, Finland, France, Sweden, Australia, New Zealand, and the US to provide a global perspective on early childhood education. All the contributors challenge traditional ways of thinking about early childhood. Drawing on many postmodern thinkers such as Foucault, Derrida, Deleuze, Guattari, and Lyotard, they suggest some of the limitations that have emerged from the developmental emphasis that sees children as becoming, rather than being. Intentionally or not, norms have evolved that limit the ability to see specific children. The commercialization of child care services is discussed in the article from Australia that points to the dangers of children becoming commodities, groomed to be consumers whose needs are second to shareholders' profits. Another essay deals with the gift paradigm as opposed to the exchange paradigm of interpersonal relationships, not only in socializing children but in shaping methods of education that focus on competition rather than cooperation. A reexamination of the concept of play as process should stimulate many discussions among early childhood educators, as will the ideas in all of the other articles. Bibliographies following each contribution offer extensive follow-up opportunities. Summing Up: Highly recommended. Upper-division undergraduates and above. -- S. Sugarman, emerita, Bennington College (CHOICE, March 2009)
Philosophy of Early Childhood Education: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning early childhood education.
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PRODUCT INFORMATION
Summary
Farquhar (Univ. of Auckland, New Zealand) and Fitzsimons (educational management consultant) have included contributors from England, Finland, France, Sweden, Australia, New Zealand, and the US to provide a global perspective on early childhood education. All the contributors challenge traditional ways of thinking about early childhood. Drawing on many postmodern thinkers such as Foucault, Derrida, Deleuze, Guattari, and Lyotard, they suggest some of the limitations that have emerged from the developmental emphasis that sees children as becoming, rather than being. Intentionally or not, norms have evolved that limit the ability to see specific children. The commercialization of child care services is discussed in the article from Australia that points to the dangers of children becoming commodities, groomed to be consumers whose needs are second to shareholders' profits. Another essay deals with the gift paradigm as opposed to the exchange paradigm of interpersonal relationships, not only in socializing children but in shaping methods of education that focus on competition rather than cooperation. A reexamination of the concept of play as process should stimulate many discussions among early childhood educators, as will the ideas in all of the other articles. Bibliographies following each contribution offer extensive follow-up opportunities. Summing Up: Highly recommended. Upper-division undergraduates and above. -- S. Sugarman, emerita, Bennington College (CHOICE, March 2009)
Philosophy of Early Childhood Education: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning early childhood education.
Description
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
Critic Reviews
“'Positioning political, feminist and historical analysis of early childhood education within academia has been a hard fought campaign. It is now urgently necessary to reflect upon the implications of the mainstreaming of early childhood in policy and pedagogy. The readings in this monograph provide signposts towards new constructions of early childhood education with a fresh frame for advocacy.'Helen May, University of Otago College of Education”
“All the contributors challenge traditional ways of thinking about early childhood. Drawing on many postmodern thinkers such as Foucault, Derrida, Deleuze, Guattari, and Lyotard, they suggest some of the limitations that have emerged from the developmental emphasis that sees children as becoming, rather than being.” (CHOICE, March 2009)
About the Author
Sandy Farquhar is a Senior Lecturer in the Faculty of Education at the University of Auckland, New Zealand. She is currently lecturing in early childhood curriculum and professional studies.
Peter Fitzsimons has, at various times, been a teacher, professional musician, radio journalist, factory manager, harassed parent, and an educational management consultant. He was also recently awarded a PhD for his work on Nietzsche and Education.
Back Cover
Since well before the Enlightenment theorists have been philosophizing about how best to educate children. Across the Western world intensified government involvement suggests that the arena of early childhood education has taken on greater social, political, and economic significance. Philosophy of Early Childhood Education: Transforming Narratives offers a sobering and insightful critical analysis of the many competing and conflicting theories of early childhood education. Within the spirit of open-ended debate - and through a series of unfolding narratives - contributing authors offer their unique perspectives on early childhood education to stimulate discussion, enliven debate, and stretch the philosophical parameters of early childhood discourse. A diverse range of educators - from the United States, Great Britain, Australia, New Zealand, and across mainland Europe - provides readers with an 'intellectual smorgasbord' of the latest philosophical issues in early childhood education. Exposure to such a broad range of viewpoints will help early childhood theorists and practitioners navigate their way through the complexities of contemporary early childhood education.
Since well before the Enlightenment theorists have been philosophizing about how best to educate children. Across the Western world intensified government involvement suggests that the arena of early childhood education has taken on greater social, political, and economic significance. Philosophy of Early Childhood Education: Transforming Narratives offers a sobering and insightful critical analysis of the many competing and conflicting theories of early childhood education. Within the spirit of open-ended debate and through a series of unfolding narratives contributing authors offer their unique perspectives on early childhood education to stimulate discussion, enliven debate, and stretch the philosophical parameters of early childhood discourse. A diverse range of educators from the United States, Great Britain, Australia, New Zealand, and across mainland Europe provides readers with an intellectual smorgasbord of the latest philosophical issues in early childhood education. Exposure to such a broad range of viewpoints will help early childhood theorists and practitioners navigate their way through the complexities of contemporary early childhood education.
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