International Perspectives on Early Childhood Education and Development
Early childhood education in many countries has been built upon a strong tradition of a materially rich and active play-based pedagogy and environment. Yet what has become visible within the profession, is essentially a Western view of childhood preschool education and school education.
It is timely that a series of books be published which present a broader view of early childhood education. This series seeks to provide an international perspective on early childhood education. In particular, the books published in this series will:
- Examine how learning is organized across a range of cultures, particularly Indigenous communities
- Make visible a range of ways in which early childhood pedagogy is framed and enacted across countries, including the majority poor countries
- Critique how particular forms of knowledge are constructed in curriculum within and across countries
- Explore policy imperatives which shape and have shaped how early childhood education is enacted across countries
- Examine how early childhood education is researched locally and globally
- Examine the theoretical informants driving pedagogy and practice, and seek to find alternative perspectives from those that dominate many Western heritage countries
- Critique assessment practices and consider a broader set of ways of measuring children’s learning
- Examine concept formation from within the context of country-specific pedagogy and learning outcomes
Please contact Astrid Noordermeer at Astrid.Noordermeer@springer.com to submit a book proposal for the series.
22 Volumes from 2009 – 2018Browse All Volumes