Abstract
International Perspectives on Early Childhood Education and Care, edited by Jan Georgeson (a Research Fellow at Plymouth University, UK) and Jane Payler (a Senior Lecturer in Education at the University of Winchester, UK), is a welcome addition to literature exploring diverse approaches to early childhood education and care (ECEC) around the world. The book aims to highlight the complexities of provision by exposing the varied experiences of young children, and how such experiences are informed by and created within a cultural context. Through an in-depth discussion of different approaches to ECEC, the reader can develop critical understanding of differing perspectives. Engaging in this debate supports those studying ECEC to challenge existing values and beliefs, and how these shape practice. Consideration of alternative cultures and approaches to ECEC provides an enquiring outlet to question the dominant Western view of ECEC. This helps us to challenge our standardised beliefs about what constitutes ‘quality’ and how quality can be defined within varying sociocultural contexts. It challenges a positivist approach that suggests there is a ‘right way’ of approaching practice with young children. It provides opportunities to consider the complexity and diversity of human behaviour, and enables readers to develop an appreciation for alternative points of view.
The book is divided into four parts, exploring key themes around pedagogy, the curriculum, the workforce and the development of ECEC in a range of international contexts. Drawing on authentic accounts from authors situated in diverse global communities, including examples from across Europe, North America, Africa, India, China, Japan, New Zealand and Australia, the book presents a comprehensive overview of the development of ECEC. It takes a sociocultural perspective, underpinned by a common thread that appreciates ECEC as a construct defined and created through the particular social, cultural and historical context. Practice does not occur within a social vacuum, but rather is related closely to the people, cultures, policies, government and wider societal structures within which it is located. As Federica Caruso illustrates in chapter 4, through her discussion about the Reggio Emilia approach in Italy: ‘learning is contextualised in social, symbolic, and natural environments which structure the conditions for children’s experiences and learning processes’ (33). In chapter 8, Elin Ødegaard utilises case studies to critique curriculum development in Norway and Sweden. Drawing on Pierre Bourdieu’s concept of ‘habitus’, Ødegaard highlights the importance of understanding the culturally constructed nature of practice: ECEC is informed by ‘historical remembrance, language, constitutions and embodiment’ (78). Wider societal values and beliefs influence policy and, consequently, frame practice.
The book confronts ideas around globalisation and the enduring influence of Western ideologies. Chapter 6 seeks to illustrate the challenges of imposing Western methods in culturally diverse contexts. Rebecca Carter Dillon cites an example of ECEC in Gambia where British-authored resources, including phonics songs centred around British culture, have been used in classrooms. She argues that such approaches do not enable children to develop a sense of their own cultural heritage and identity. In chapter 3, Julia Morgan considers the sociology of childhood, using children’s rights and the United Nations Convention on the Rights of the Child (UNCRC) as a focus for discussion. She presents an argument that positions the UNCRC as an example of international discourse reflecting Western thinking, with an emphasis on democratic citizenship and the individual rights of children. This perspective may not sit comfortably within other cultures where responsibilities towards the community and family may take precedence over individual rights.
A further example illustrating the influence of culture on practice is found in chapter 21. I found this to be the most thought-provoking chapter in the book. Manabu Sumida presents a discussion relating to understandings of nature, art and science within Japanese kindergartens. He reveals the complexity of language and how understandings of concepts are underpinned by culturally held beliefs. Language shapes our understanding of the world, and language is created, developed and shared within a cultural context governed by unique values and beliefs. Culturally held beliefs then filter into pedagogical approaches in ECEC. These examples from Japan, Gambia and beyond illustrate the importance of culture and context, and help us to consider the appropriateness of standardised Western approaches in diverse settings.
Whilst the book exposes difference and challenges our thinking around Western perspectives on ECEC, it also highlights commonality across the globe. The expansion of ECEC throughout the world is evident, with a growing recognition of the economic benefit derived from childcare provision. Workforce development is considered in a range of contexts, and a prevailing theme is the rapid pace of development in ECEC throughout the world. ECEC is increasingly recognised for the potential it brings to improving outcomes for children living in areas of disadvantage. Chapter 11 highlights the UNESCO commitment to developing ECEC, particularly for the most disadvantaged and vulnerable children. Chandrika Devarakonda explores ECEC development in India and highlights the importance of a qualified workforce. This is reflected in other chapters exploring workforce development in South Africa (chapter 9), England and Hong Kong (chapter 10), and beyond.
The book presents a range of chapters exploring pedagogy and the curriculum across the world. This discussion provides a rich analysis of differing approaches to practice. Some commonality can be found. The importance of participatory play-based learning, where well-being and social and emotional development are at the forefront of the curriculum, can be found in Hungary (chapter 20) and in the HighScope approach (chapter 15). The image of the young child as a capable meaning-maker is established in curricula in Canada (chapter 17), reflecting the Reggio Emilia approach in Italy (chapter 4). Interactions between children and practitioners are also highlighted as significant aspects of practice both within the relational pedagogy found in New Zealand’s early childhood curriculum, Te Whāriki (chapter 14), and the importance of responsiveness and relationships established in the Scottish Curriculum for Excellence and the Early Years Foundation Stage in England (chapter 22). These international perspectives on pedagogy reflect the review of research exploring quality in ECEC for children under the age of three carried out by Sandra Mathers et al. (2014). The consistent recognition of play as an important vehicle for children to lead their own learning and the crucial role that adults play in responding to the needs of young children are elements of practice that are celebrated by practitioners across the globe.
This text compliments other books in the field, such as Linda Miller and Claire Cameron’s (2014) International Perspectives in the Early Years, and Kate Cregan and Denise Cuthbert’s (2014) Global Childhoods: Issues and Debates. The unique contribution that International Perspectives on Early Childhood Education and Care makes to the literature is the comprehensive and far-reaching exploration of pedagogies and workforce and curriculum development across the globe. The format of the book is accessible for readers at all levels. Contributions from a wide range of authors provide opportunities for unique understandings to illuminate the debate around ECEC. Case studies are utilised throughout, providing real-life contexts to support reflection. This is an important book because it helps us to question Western ideologies that dominate policy and practice in ECEC. It supports a greater depth of analysis around concepts of childhood, curriculum and pedagogy, and compels us to question notions of quality and the appropriateness of a ‘one size fits all’ approach within an increasingly complex and diverse society. The book challenges the view that one measure and one approach can be applied across a broad range of ECEC provision. Increasing globalisation and representation of diverse cultures within ECEC settings means that we need to be open-minded to different perspectives and appreciate the cultural context within which children live their lives.