Encyclopedia of Teacher Education

Living Edition
| Editors: Michael A. Peters

Place in Early Childhood Teacher Education

  • Catherine HammEmail author
  • Jeanne Marie IorioEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-981-13-1179-6_300-1

Introduction

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...

This is a preview of subscription content, log in to check access.

References

  1. Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Language of evaluation. Hoboken: Taylor & Francis.Google Scholar
  2. Haraway, D. (2008). When species meet. Minneapolis: University of Minnesota Press.Google Scholar
  3. Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry, 30(2), 225–248.  https://doi.org/10.1086/421123.CrossRefGoogle Scholar
  4. Martin, K. (2016). Voices & visions: Aboriginal early childhood education in Australia. Mount Victoria: Pademelon Press.Google Scholar
  5. Pacini-Ketchabaw, V., Nxumalo, F., Kocher, L., Elliot, E., & Sanchez, A. (2015). Journeys: Reconceptualizing early childhood practices through pedagogical narration. Toronto: University of Toronto Press.Google Scholar
  6. Taylor, A. (2017). Beyond stewardship: Common world pedagogies for the anthropocene. Environmental Education Research, 3(10), 1448–1461.  https://doi.org/10.1080/13504622.2017.1325452.CrossRefGoogle Scholar
  7. Tuck, E., McKenzie, M., & McCoy, M. (2014). Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research. Environmental Education Research, 20(1), 1–23.  https://doi.org/10.1080/13504622.2013.877708.CrossRefGoogle Scholar
  8. Watts, V. (2013). Indigenous place-thought and agency amongst humans and non-humans (First Woman and Sky Woman go on a European world tour!). Decolonization: Indigeneity, Education & Society, 2(1), 20–34.Google Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.School of EducationLa Trobe UniversityMelbourneAustralia
  2. 2.The University of MelbourneMelbourneAustralia

Section editors and affiliations

  • David Kupferman
    • 1
  1. 1.School of Teaching and LearningMinnesota State University MoorheadMoorheadUSA