Place in Early Childhood Teacher Education
Quality is the consistent dominant narrative in early childhood education. Framed by Western worldviews and steeped in colonial logic, quality, in this sense, is described as normalizing, decontextualizing, regulating, managing, measuring, and operating under the values of universality, objectivity, and stability with no regard for diversity or context (Dahlberg et al. 2007). Often viewed as the ultimate goal in many early childhood teacher education programs and settings, quality across the early childhood sector drives decision-making and policies including early childhood teacher education. Generally, this type of quality is made visible through the focus on the individual child and the use of stage development, perpetuating the view of young children as deficit and learning and development as linear. This has contributed to the acceptance of pedagogy as activities and methods addressing surface-based skills (e.g., counting, phonics) rather than an engagement with...
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