ABSTRACT
This part conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters. The part provides a deep and critical reflection that aligns with Appleby et al.'s notion of reflective activism. Appleby et al. focus upon the way educators can enhance their own perspectives about identity as they become reflective activists. The part outlines how the identities of those who educate impact on the identities of those who learn, in particular, how a practitioner’s identity informs and transforms the development of children’s own identities as learners. It explores the need for continual review and reflection of day-to-day pedagogy as well as exploring wider socio-cultural and personal perspectives. In a policy and practice landscape that often undervalues infant and toddler pedagogy, preservice teachers with strong identities as infant and toddler advocates and activists are especially needed to change the images of both children of this age group, and their educators.
