ABSTRACT
This chapter considers a meeting place for valuing an ethical and participatory pedagogical approach to early childhood education both in the current climate and the future. While approaches to Early Childhood Education in Sweden, Finland, Denmark, New Zealand, Te Whariki pedagogy and Denmark are considered internationally to be of high quality and in UNICEF’s report are listed among the 11 best countries in the world, to some extent it is unfair to make direct comparisons with England. A heightened awareness about power and a new appreciation of participatory practice as a pedagogy of hope that is just and right can offer empowerment for early childhood educators in the current education ‘crisis’. If early childhood educators are empowered through critical self-awareness, a strong participatory change in practice, from a technical approach to one of ethics of care is possible.
