Reconceptualizing Quality in Early Childhood Education, Care and Development: Understanding the Child and Community

Preface
	Significance and Contribution of the Book
	Overview of Book
	References
Contents
Notes on Contributors
List of Figures
Part I: Reconceptualizing Quality: Perceptions of the Child
	The Child as “Other”: The Duality of the Other and the Pedagogy of Care
		Understanding the Context: The Dominant Quality Discourse of ECEC
		The Child as “Other”: A Not-Adult
		The Child as “Other”: One Who Does Not Follow the Path of the “Typical” Child
		Beyond Quality and Learnification: An Alternative Based on Care, Relationships, and Bildung
		References
	Paradigmatic Discourses: Reconceptualizing the Role of the Critical Paradigm and Revisiting the Image of the Child as a Social Agent
		Introduction
		Significance of the Proposed Discourse: Paradigms, Pedagogical Terms, and the Image of the Child
			Modern Paradigm
				Critical Reflections
			Constructivist Paradigm
				Critical Reflections
			Postmodern Paradigm
				Critical Reflections
			Critical Paradigm
				Critical Reflection
		Concluding Remarks
		References
Part II: Reconceptualizing Quality: Classroom as Community
	Questioning Quality in Early Childhood Teacher Education Through the Lens of Culture
		Literature Review: Quality and Culture
		Methodological Framework
		Analyzing an Early Childhood Classroom (Assignment 1)
		Reflecting on Personal Experiences and Cross-Cultural Practices (Assignment 2)
		Discussion and Conclusion
		References
	Indigenous Children’s ‘Ways of Knowing’: Exploring Literacy Learning for Indigenous Preschool Children in Remote Communities in Australia
		Introduction
		Australia’s First Nations Children: Background to Learning and Development
		Early Childhood Education and Care in Australia
			The National Quality Standards
			The Early Years Learning Framework
				Literacy in the EYLF
		Literacy in Northern Australian Education Settings
			Direct Instruction
			Abecedarian Approach
			Yunkaporta’s 8 Ways of Knowing
			Disconnected Pedagogies?
				Supporting Learning Through Strengths-Based Approaches
				Recognising and Valuing Culture
		Conclusion
		References
	Rethinking an Early Care and Education Program: Responding to Linguistic Diversity
		Children and Families as ‘The Other’ in Early Care and Education
			A Selective Review of the Literature
		An Early-Education-and-Care Program in the Midwest Engages in Border Crossings
			Site of the Study
			Case Study Methodology and Data
				Document Analysis
				Semi-structured Interviews
			Discussion of Findings
				The BIP as Response to Changing Program Demographics
				A Proposal to Implement Change
				The Planning Processes
		Appendix
			Description of the BIP Model
		References
Part III: Reconceptualizing Quality: Curriculum
	Every Learner Succeeds: Reconceptualising Quality in Early Childhood in the Organisation of the Eastern Caribbean States
		Introduction
		How Can the Issue of “Quality” in Early Childhood Development Be Addressed in the Organisation of the Eastern Caribbean States (OECS)?
			The OECS: Unique Islands, Same History
			The Role of Early Childhood Care and Education in OECS
		Aiming for Every Learners’ Success: OESS
			Early Childhood Development Services (ECDS) in the OECS
			Questioning Quality in Early Childhood Development
			Goals and Expectations
			Facilitating Young Children’s Development
		Quality Early Childhood Development: Vision OECS
			The Ideal CARICOM Citizen
			Reconceptualising Quality in Early Childhood in the OECS
			Social and Economic Prospects in the OECS
		Conclusion: Moving Ahead
		References
	Knowing Differently/Teaching Differently: Transforming a Teacher Education Program
		Our Specific Context
		Vignettes
			Labels Are for Jars
			You’re Going to Be a Terrible Teacher
			Patriotism Is “Complicated”/Teaching Is “Political”
		Knowing Differently/Teaching Differently
			Language
			Embodiment
			Provoking an Action-Orientation
		Toward Humanizing Teacher Education
		References
	Using Social and Emotional Instructional Activities to Indigenise Early Childhood Education in a Post-colonial Society
		Introduction
		Where Does Identity Come from in Jamaica?
		Social and Emotional Learning, and the Making of Identity in the Early Years
		Jamaica’s Early Childhood Curriculum for 4- and 5-Year-Old Children
		The Making of Identity in Education in Jamaica’s ECE Curriculum for 4- and 5-Year-Old Children
			The Study
			The Making of Identity in the Curriculum
		The 4-Year-Old Curriculum
			Self-Identity
			Cultural Identity
		The 5-Year-Old Curriculum
			Ethnic Identity
			National Identity
		Discussion
		References
	Building on Funds of Knowledge: A Basis for Reconceptualising Early Childhood Care and Education in the Caribbean
		Introduction
		Purpose of the Chapter
		Funds of Knowledge
		Making a Space for Funds of Knowledge in a Post-colonial Era
			What Are Some of the Challenges to Decolonising Education in Caribbean Countries?
		Building on Funds of Knowledge Through Reconceptualising ECD in the Caribbean. What Should It Look Like?
			Examination of ECD Goals and Policies in the Caribbean; a Balanced Approach Between Global and Local Practices
			Teacher Education Programmes
			Challenging Universalist Perspectives Child Development
		Where Do We Go from Here?
		References
Part IV: Reconceptualizing Quality: Play-Based Learning
	“Ting-a-Ling!” Snack Time Culture and Friendship Bonds in Young Caribbean Children
		The Hidden Curriculum and Early Learning
		Recess and Children’s Learning
		Participants and Research Methodology
			Snack Time Reveals Child Dominance
			Snack Time Fosters Friendships
			Snacks Used as Currency
			Snack Time Uncovers Social Attributes
			Snack Time Unveils Home Background
		Conclusion
		References
	The Case of a Self-Developed Community of Learners Outdoors: Benefits and Challenges for Stay-at-Home-Moms and Their Toddlers
		Introduction
		Playing and Learning Outdoors: Importance, Prerequisites and Facts
		Outdoor Environments as Places for Developing Communities of Learners
		The Present Study
		The Context
		Methods and Methodology
			Participants
			Data Collection
			Data Analysis
		Results
			Effects of the Experience on Children
				Benefits for Children
				Drawbacks for Children
				The Park Experience Versus Day Care Enrolment: Pros and Cons for Children
			Effects of the Experience on Mothers
				Benefits for Mothers
				Drawbacks for Mothers
				The Park Experience Versus Day Care Enrolment: Pros and Cons for Mothers
			Factors Inhibiting the Park Experience
				Cultural Constraints
				Infrastructural Constraints
				Time Constraints
		Discussion
		References
	The “Race” in “R.E.C.E.”: Reconceptualizing Play-Based Learning Through an Anti-racist Lens
		Introduction
		A Reconceptualist Review of Play and Learning
		Principle One: Broadening the Conceptualization of Play
		Principle Two: The “Play Counter-Narrative”
		Principle Three: Organization and Structure of Play-Based Learning Environment
		Principle Four: Disrupting Whiteness Through Analyzing Play Episodes from an Anti-racist Lens
		Conclusion
		References
Correction to: Reconceptualizing Quality in Early Childhood Education, Care and Development
Index