Abstract
This chapter provides a brief literature review analysis addressing the myriad educational paradigms that inform the field of early childhood pedagogy. The analysis shows how these paradigms, through their use of pedagogical terminologies, represent the child as a learner who engages in the process of pedagogical decision-making. We categorize these educational paradigms into the four broad clusters of modern, constructivist, postmodern, and critical-participatory. We argue that although pedagogical terms describing the image of the child are well defined within and applicable to the different paradigms, these terms tend to shift in scope when put in the context of practical applications of early childhood curriculum and pedagogy. In other words, a given pedagogical term often is interpreted differently from its theoretical intent when applied to the pedagogical context. Further, when pedagogical terms are shared across paradigms, this contributes to the already extant ambiguity in interpretation and application. Thus, we conclude that the multidimensional and inter-relational use of pedagogical terms creates a possibility for paradigmatic continuity that supports an ambiguity of interpretations about the image of the child. In the final section, we suggest that this issue can be addressed if educators and scholars engage in key critical discourses. When educators are familiar with critical discourses and practised in applying critical thought, they engage in participatory pedagogy and help to re-establish the concept of the child as a social agent.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Ainsworth, M., D. & Bowlby, J. (1991). An ethological approach to personality development. American Psychologist, 46(4), 333–341.
Ames, L. B., & Haber, C. C. (1987). Your three-year-old: Friend or enemy. Dell Publishing.
Apple, M. W. (2000). Can critical pedagogies interrupt rightist policies? Educational Theory, 50(2), 229–254.
Apple, M. W. (2003). Freire and the politics of race in education. International Journal of Leadership in Education, 6(2), 107–118.
Bakhtin, M. (1981). The dialogic imagination. In C. Emerson & M. Holquist (Trans.) (pp. 269–434). Austin & London, TX: University of Texas Press.
Bakhtin, M. (1986). Speech genres and other late essays. In C. Emerson & M. Holquist (Eds.), V. W. McGee (Trans.). Austin, TX: University of Texas Press.
Bennett, J. (2004/2005). Curriculum issues in national policy-making. European Early Childhood Education Research Journal, 13(2) Paris, France: OECD.
Bloch, M. N., Kennedy, D., Lightfoot, T., & Weyenberg, D. (Eds.). (2006). The child in the world/the world in the child: Education and the configuration of a universal, modern, and globalized childhood. New York: Palgrave Macmillan.
Bloch, M. N., Swadener, B. B., & Cannella, G. S. (Eds.). (2014). Reconceptualizing early childhood care & education: A reader. Critical questions, new imaginaries & social activism. New York: Peter Lang Publishing, Inc.
Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: NAEYC.
Bredekamp, S. (2014). Effective practices in early childhood education: Building a foundation (2nd ed.). Pearson Education, Inc.
Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practices in early childhood programs (2nd ed.). Washington, DC: NAEYC.
Breuing, M. (2011). Problematizing critical pedagogy. International Journal of Critical Pedagogy, 3(3), 2–23. Retrieved from http://www.marybreunig.com/assets/files/Problematizing%20Critical%20Pedagogy.pdf
Brookfield, S. (2001). Repositioning ideology critique in a critical theory of adult learning. Adult Education Quarterly, 52(7), 7–22.
Brookfield, S. (2003). Putting the critical back into critical pedagogy: A commentary on the path of dissent. Journal of Transformative Education, 1(2), 141–149.
Burbules, N. C., & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In T. S. Popkewitz & L. Fendered (Eds.), Critical theories in education: Changing terrains of knowledge and politics (pp. 45–65). New York: Routledge.
Burman, E. (1994). Deconstructing developmental psychology. London and New York: Routledge.
Burman, E. (2008). Deconstructing developmental psychology (2nd ed.). London and New York: Routledge.
Cannella, G. S. (1997). Deconstructing early childhood education: Social justice and revolution. New York: Peter Lang Publishing.
Cannella, G. S. (2014). Critical qualitative research and rethinking academic activism in childhood studies. In M. N. Bloch, B. B. Swadener, & S. G. Cannella (Eds.), Reconceptualizing early childhood care & education: A reader. Critical questions, new imaginaries & social activism (pp. 253–265). New York: Peter Lang Publishing, Inc.
Cameron, C., & Moss, P. (2007). Care work in Europe: Current understandings and future directions. New York: Routledge.
Chouliaraki, L., & Fairclough, N. (2007). Discourse in late modernity: Rethinking critical discourse analysis. Edinburg University Press.
Christensen, L. M., & Aldridge, J. (2013). Critical pedagogy for early childhood and elementary educators. New York: Springer.
Christensen, P., & James, A. (2013). Introduction: Researching children and childhood cultures of communication. In P. Christensen & A. James (Eds.), Research with children: Perspectives and practices (2nd ed., pp. 1–9). London: Routledge.
Clark, A. (2005). Ways of seeing: Using the Mosaic approach to listen to young children’s perspectives. In A. Clark, A. T. Kjørholt, & P. Moss (Eds.), Beyond listening. Children’s perspectives on early childhood services (pp. 29–49). Bristol: Policy Press.
Clark, A., Kjørholt, A. T., & Moss, P. (Eds.). (2005). Beyond listening: Children’s perspectives on early childhood services. Bristol, UK: The Policy Press & University of Bristol.
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practices in early childhood programs (3rd ed.). Washington, DC: NAEYC.
Corsaro, W. A. (2003). We are friends, right? Inside kids’ culture. Washington, D.C.: Joseph Henry Press.
Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education. London and New York: RoutledgeFalmer.
Dahlberg, G. & Moss, P. (2012). Contesting early childhood and opening for change. London and New York: RoutledgeFalmer.
Dahlberg, G., Moss, P., & Pence, A. (1997). Beyond quality in early childhood education and care: Language of evaluation. London and New York: Routledge Taylor & Francis Group.
Dahlberg, G., Moss, P., & Pence, A. (2007). Beyond quality in early childhood education and care: Language of evaluation (2nd ed.). London and New York: Routledge Taylor & Francis Group.
Dahlberg, G., & Lenz Taguchi, H. (1994). Förskola och skola – om två skilda traditioner och om visionen om en mötesplats [Pre-school and school – two different traditions and the vision of a meeting place]. Stockholm: HLS Förlag.
Darder, A. (2004). After race: Racism after multiculturalism. New York: New York University Press.
Darder, A., Baltodano, M. P., & Torres, R. D. (2017). (Eds.). The critical pedagogy reader. (3rd Ed.). New York: Routledge.
Davies, B. (2014). Listening to children: Being and becoming. London and New York: Routledge.
Derrida, J. (2003). Genesis in Husserl’s philosophy. Trans. by Marian Hobson. Chicago & London: The University Press.
De Lissovoy, N. (2008). Power, crisis, and education for liberation: Rethinking critical pedagogy. New York: Palgrave Macmillan.
Dodge, D. T., Colker, L. J., & Heroman, C. (2002). The creative curriculum for preschool (4th ed.). Washington, DC: Teaching Strategies, Inc.
Dewey, J. (1916). Democracy and education. An Introduction to the Philosophy of Education. New York: Macmillan.
Dewey, J. (1997). My pedagogic creed. In D., J., Flinders, St., J., Thornton (Eds.). The curriculum studies reader. (pp. 17-23). New York; London: Routledge.
Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–324.
Farquhar, B., & Fitzsimons, P. (Eds.). (2008). Philosophy of early childhood education. Transforming narratives. Blackwell Publishing.
Fendler, L. (2001). Educating flexible souls: The construction of subjectivity through developmentally and interaction. In K. Hultqvist & G. Dahlberg (Eds.), Governing the child in the new millennium (pp. 119–143). New York and London: RoutledgeFalmer.
Fielding, M., & Moss, P. (2011). Radical education and the common school: A democratic alternative. New York: Routledge.
Follari, L. M. (2019). Foundations and best practices in early childhood education: History, theories, and approaches to learning (4th ed.). New Jersey: Pearson Education, Inc.
Freire, P. (1997). Pedagogy for the oppressed. New York: The Continuum Publishing Group Inc.
Freire, P. (1997/2007). Pedagogy of the heart. New York and London: The Continuum Publishing Group Inc.
Freire, P. (1998). Teachers as cultural workers: The letters to those who dare teach. USA: Westview Press.
Gabel, S. (2002). Some conceptual problems with critical pedagogy. Curriculum Inquiry, 32(2), 177–201.
Geiger, R. A., & Rudzka-Osatyn, B. (1993). (Eds.). Conceptualizations and Mental Processing in Language. Berlin; New York: Mounton de Gruyter.
Gesell Institute of Human Development. (1982). A gift of time. New Haven, CT: Gesell Institute of Human Development.
Gestwicki, C. (2011). Developmentally appropriate practice: Curriculum and development in early education (4th ed.). USA: Wadsworth, Cengage Learning.
Giroux, H. (1991). Modernism, postmodernism and feminism: Rethinking the boundaries of educational discourse. In H. Giroux (Ed.), Postmodernism, feminism and cultural politics: Redrawing educational boundaries. New York: State University of New York Press.
Giroux, H. A. (2011). On critical pedagogy. Series editors: S. R. Steinberg & A. M. A. Freire (Eds.). New York: Continuum International Publishing Group.
Goffin, S. G. (2000). The role of curriculum models in early childhood education. Retrieved from http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED443597&ERICExtSearch_SearchType_0=no&accno=ED443597
Green, D. (2012). Involving young children in research. In I. Palaiologou (Ed.), Ethical practice in early childhood (pp. 15–31). Los Angeles, London, New Delhi, Singapore: Sage.
Guba, E. G., & Lincoln, Y. S. (2000). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 163–188). Thousand Oak, CA: Sage.
Guitiérrez, K., Rymes, B., & Larson, J. (1995). Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education. Harvard Educational Review, 65(3), 445–471. Retrieved from http://lchc.ucsd.edu/mca/Paper/kris.pdf
Harris, P., & Manatakis, H. (2013). Children as citizens: Engaging with the child’s voice in educational settings. London and New York: Routledge.
Hart, R. (1992/1997). Innocenti essays: Children’s participation from tokenism to citizenship. UNICEF.
Harvey, D. (2005). A brief history of Neoliberalism. New York: Oxford University Press.
Haug, P. (2013). From Indifference to Invasion: The relationship from Norwegian perspective. In P. Moss (Ed.). Early childhood and compulsory education: Reconceptualising the relationship. London & New York: Routledge.
Hohmann, M., & Weikart, D. P. (2002). Educating Young Children: Active Learning Practices for Preschool and Child Care. High/Scope Educational Research Foundation.
hooks, b. (1990). Yearning. Boston, MA: South End Press.
hooks, b. (1994). Teaching to transgress. Routledge.
Hughes, P. (2001). Paradigms, methods and knowledge. In G. MacNaughton, S. Rolfe, & I. Siraj-Blatchford (Eds.), Doing early childhood research (pp. 31–56). Sydney: Allen & Unwin.
Hultqvist, K., & Dahlberg, G. (2001). Governing the child in the new millennium. New York and London: Routledge Falmer.
Iannacci, L., & Whitty, P. (2009). (Eds.). Early childhood curricula: Reconceptualist perspectives. Calgary, Alberta: Detselig Enterprises Ltd.
James, A., & Prout, A. (1997). Constructing and reconstructing childhood: Contemporary issue in sociological study of childhood. London: Flamer.
Johnson, V., Gordon, G., Pridmore, P., & Scott, P. (Eds.). (1998). Stepping forward: Children and young people’s participation in the development process. London: Intermediate Technology.
Kellett, M. (2005). How to develop children as researchers. London: Sage.
Kessler, S. A. (2014). Reconceptualizing the early childhood curriculum: An unaddressed topic. In M. N. Bloch, B. B. Swadener, & S. G. Cannella (Eds.), Reconceptualizing early childhood care & education: A reader. Critical questions, new imaginaries & social activism (pp. 33–45). New York: Peter Lang Publishing, Inc.
Kincheloe, J. L. (2005). Foreword. In L. D. Soto & B. B. Swandener (Eds.), Power and voice in research with children (pp. ix–xv). New York: Peter Lang Publishing Inc.
Kincheloe, J. L. (2008). Critical pedagogy primer (2nd ed.). New York: Peter Lang Publishing Inc.
Kincheloe, J. L., & Steinberg, S. R. (Eds.). (1999). The post-formal reader: Cognition and education. New York and London: Falmer Press.
Kjørholt, A. T. (2005). The competent child and ‘the right to be oneself’: Reflections on children as fellow citizens in an early childhood centre. In A. Clark, A. T. Kjørholt, & P. Moss (Eds.), Beyond listening. Children’s perspectives on early childhood services (pp. 151–173). Bristol: Policy Press.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.
Lather, P. (1998). Critical pedagogy and its complicities: A praxis of stuck places. Educational Theory, 48(4), 487–497.
Lazzari, A. (2012). Reconceptualising professionalism in early childhood education: Insights from a study carried out in Bologna. Early Years: An International Journal of Research and Development, 1(14). https://doi.org/10.1080/09575146.2011.651711
Lazzari, A., & Balduzzi, L. (2013). Bruno Ciari and ‘educational continuity’: The relationship from an Italian perspective. In P. Moss (Ed.), Early childhood and compulsory education: Reconceptualising the relationship. London and New York: Routledge.
Leonardo, Z. (Ed.). (2005). Critical pedagogy and race. London: Wiley-Blackwell.
Leonardo, Z. (2014). Race frameworks: A multidimensional theory of racism and education. New York: Teachers College Press.
MacNaughton, G., Hughes, P., & Smith, K. (Eds.). (2002). Young children as active citizens: Principles, policies, and pedagogies. London, UK: Cambridge Scholars.
MacNaughton, G. (2003). Shaping early childhood: Learners, curriculum and contexts. McGraw Hill: Open University Press.
MacNaughton, G. (2005). Doing Foucault in early childhood studies: Applying poststructural ideas. New York: Routledge.
MacNaughton, G., & Williams, G. (2009). Teaching young children: choices in theory and practice. (2nd ed.). McGraw Hill: Open University Press.
Malaguzzi, L. (1993). History, ideas, and basic philosophy. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood (pp. 41–90). Norwood, NJ: Ablex.
Martin, J. (2002). The education of John Dewey. New York: Columbia University Press.
McArthur, J. (2010). Achieving social justice within and through higher education: the challenge for critical pedagogy. Teaching in Higher Education, 15(5), 493–504.
McLaren, P. (1988). Schooling the postmodern body: Critical pedagogy and the politics of enfleshment. Journal of Education, 170, 53–83.
McLaren, P. (2003). Critical pedagogy: A look at the major concepts. In A. Darder, M. Baltodano, & R. D. Torres (Eds.) The Critical pedagogy reader. New York, London: RoutledgeFalmer, Taylor & Francis Group.
McLaren, P. (2015). Pedagogy of insurrection: From resurrection to revolution (education and struggle). New York: Peter Lang Publishing, Inc.
McLaren, P., & Farahmandpur, R. (2001). Reconsidering Marx in post-Marxist times: A requiem for postmodernism? Educational Researcher, 25–33.
Montuori, A. (2008). Foreword: Edgar Morin’s path of complexity. In E. Morin (Ed.), On complexity (Trans. R. Postel). Cresskill, NJ: Hampton Press, Inc.
Moss, P. (2007). Meeting across the paradigmatic divide. Educational Philosophy and Theory, 39(3), 229–245. https://doi.org/10.1111/j.1469-5812.2007.00325.x
Moss, P. (2008). Meeting across the paradigmatic divide. In S. Farquhar & P. Fitzsimons (Eds.), Philosophy of early childhood education: Transforming narratives (pp. 7–23). Blackwell Publishing.
Moss, P. (2013). (Ed.). Early childhood and compulsory education: Reconceptualising the relationship. London & New York: Routledge.
Moss, P. (2014). Transformative Change and Real Utopias in Early Childhood Education: A story of democracy, experimentation and potentiality (Contesting Early Childhood). London & New York: Routledge.
Moss, P. (2019). Alternative narratives in early childhood: An introduction for students and practitioners (Contesting early childhood). London & New York: Routledge.
Moss, P., Dahlberg, G., Olsson, L. M., & Vandenbroeck, M. (2016). Why contest early childhood? Retrieved from http://www.book2look.com/book/CGQqJCANOX?utm_source=Routledge&utm_medium=cms&utm_campaign=160701429
Moss, P., & Petrie, P. (2002). From children’s services to children’s spaces: Public policy, children and childhood. London and New York: RoutledgeFalmer.
Ninnes, P., & Mehta, S. (2004). A meander through the maze: Comparative education and postfoundational studies. In Re-imagining comparative education: Postfoundational ideas and applications for critical times (pp. 1–18). New York: RoutledgeFalmer.
Pacini-Ketchabaw, V. (2010). (Ed.). Flows, rhythms, & intensities of early childhood education curriculum. New York: Peter Lang Publishing, Inc.
Pacini-Ketchabaw, V., Nxumalo, F., Kocher, L., Elliot, E., & Sanchez, A. (2015). Journeys: Reconceptualising early childhood practices through pedagogical narration. University of Toronto Press.
Pacini-Ketchabaw, V., & Prochner, L. (Eds.). (2013). Re-situating Canadian early childhood education. New York: Peter Lang Publishing, Inc.
Palaiologou, I. (2012). Ethical practice in early childhood. Los Angeles, London, New Delhi, Singapore, Washington, DC: Sage.
Popkewitz, T. (1998). Dewey, Vygotsky, and the social administration of the individual: Constructivist pedagogy as systems of ideas in historical spaces. American Educational Research Journal, 35, 535–570.
Popkewitz, T., & Fendler, L. (1999). (Eds.). Critical theories in education. (1st Ed.). New York: Routledge.
Portelli, J. (2001). Democracy in education: Beyond the conservative or progressivist stances. In W. Hare & J. Portelli (Eds.), Philosophy of education: Introductory readings (3rd ed.). Calgary, AB: Detseling Enterprises.
Portelli, J. P., & Vibert, A. B. (2002). Curriculum of life. Education Canada. Retrieved from http://www.cea-ace.ca/sites/cea-ace.ca/files/EdCan-2002-v42-n2-Portelli.pdf
Rinaldi, C. (1993). The emergent curriculum and social constructivism: An interview with Leila Gandini. In C. Edwards, L. Gandidni, & G. Forman (Eds). The hundred languages of children (pp 101–112). Norwood, NJ: Ablex.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching, and learning. London: Routledge.
Roopnarine, J. L., & Johnson, J. E. (2009). (Eds.). Approaches to Early Childhood Education (5th ed., pp. 213–231). Upper Saddle River, New Jersey: Pearson Education, Inc.
Rudzka-Ostyn, B. (1993). Conceptualizations and mental processing in language (Cognitive Linguistics Research). De Gruyter Mouton.
Saballa, M., MacNaughton, G., & Smith, K. (2008). Working with children to create policy: The case of the Australian Capital Territory’s Children’s Plan. In G. MacNaughton, P. Hughes, & K. Smith (Eds.), Young children as active citizens: Principles, policies and pedagogies (pp. 44–62). Newcastle, UK: Cambridge Scholars Publishing.
Sefa Dei, G. (2012). Revisiting the Intersection of Race, Class, Gender in the Anti-Racism Discourse. In. Valerie Zawilski (ed.). Inequality in Canada: A Reader on the Intersections of Gender, Race and Class. 2nd Eds. London: Oxford University Press.
Seller, M. (2013). Young children becoming curriculum. Deleuze, Te Whāriki and curricular understandings. London and New York: Routledge.
Sewell, J. (2013). Bell hooks on Critical Thinking: The success and Limitations of Practical Wisdom. Master Thesis: University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/4924/
Shaffer, D. R., Kipp, K., Wood, E., & Willoughby, T. (2012). Developmental psychology: Childhood and adolescence (4th ed.). Nelson College Indigenous.
Sheideman, W. (2007). Alexander R. Luria. In J., L. Kincheloe & Jr. Horn, (2007). (Eds). The praeger handbook of education and psychology (Vol. 3). Praeger Publisher: USA.
Shonkoff, J. P. (2000). Science, policy, and practice: Three cultures in search of a shared mission. Child Development, 71(1), 181–187.
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academies Press.
Slattery, P. (2006). Curriculum Development in the Postmodern Era. (2nd ed.) New York, London: Routledge Tylor & Francis Group, LLC.
Smith, K. (2013). A rights-based approach to observing and assessing children in the early childhood classroom. In Swadener, B., B., Lundy, L., Habashi, J. & Nlanchet-Cohen, N. (Eds.). Children’s rights and education: international perspectives. (pp. 99–114).
Soto, L. D., & Swadener, B. B. (Eds.). (2005). Power and voice in research with children. New York: Peter Lang Publishing Inc.
Steinberg, S. R. with Kincheloe, J. L. (2010). Power, emancipation, and complexity: Employing critical theory. Power and Education, 2(2). Retrieved from http://pae.sagepub.com/content/2/2/140
Success for All Foundation. (2012). Classroom programs. Retrieved from http://www.successforall.org/our-approach/classroom-programs/
Taguchi, H. L. (2008). Deconstructing and transgressing the theory – practice dichotomy in early childhood education. In S. Farquhar & P. Fitzsimons (Eds.), Philosophy of early childhood education: Transforming narratives (pp. 52–67). Blackwell Publishing.
Taguchi, H. L. (2010). Going beyond the theory/practice divide in early childhood education. Introducing an intra-active pedagogy. London and New York: Routledge.
Thomas, R. M. (2005). Comparing theories of child development (6th ed.). Wordsworth. Thomson Learning, Inc. Retrieved from http://childcarecanada.org/sites/default/files/op17ENG.pdf
Van Heertum, R. (2006). Marcuse, Bloch and Freire: Reinvigorating a pedagogy of hope. Policy Futures in Education, 4(1), 45–51.
von Glasersfeld, E. (2000). Problems in constructivism. In L. P. Steffe & P. W. Thompson (Eds.), Radical constructivism in action. Building on the pioneering work of Ernst von Glasersfeld (pp. 1–6). London: Routledge/Falmer. Retrieved from http://www.univie.ac.at/constructivism/EvG/papers/233.pdf
Woodhead, M. (2006). Changing perspectives on early childhood: Theory, research and policy. Background paper prepared for the Education for All Global Monitoring Report 2007 Strong Foundations: Early childhood care and education. UNESCO. Retrieved from http://unesdoc.unesco.org/images/0014/001474/147499e.pdf
Woodhead, M. (2008). Respecting rights: implications for early childhood policies andpractices. In G. Mac Naughton, P. Hughes, & K. Smith. (Eds.). Young children as active citizens: principles, policies and pedagogies (pp. 15–31). Newcastle, UK: Cambridge Scholars Publishing.
Young, M. F. D. (2008). Bringing knowledge back in: From social constructivism to social realism in the sociology of education. London and New York: Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Shalimo, D.(., Portelli, J.P. (2021). Paradigmatic Discourses: Reconceptualizing the Role of the Critical Paradigm and Revisiting the Image of the Child as a Social Agent. In: Kinkead-Clark, Z., Escayg, KA. (eds) Reconceptualizing Quality in Early Childhood Education, Care and Development. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-69013-7_2
Download citation
DOI: https://doi.org/10.1007/978-3-030-69013-7_2
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-69012-0
Online ISBN: 978-3-030-69013-7
eBook Packages: EducationEducation (R0)