ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book aims to illustrate a substantive area of infant education within the context of a critical perspective towards certain current theoretical developments in sociology. The headmaster publicly endorses the view that the school is committed to the teaching of both traditional and new types of knowledge. The solution adopted by the different teachers consists of operationalizing in varying ways the integrated day with a tendency to adopt the therapeutic ethos of the school as presented by the headmaster. Perhaps the central paradox of the substantive level relates to the operationalization of the child centred methodology and the relationship between intentions and outcomes. The increasing involvement of education in advanced industrial societies in social selection through the role allocation of its inmates to different locations in the stratification hierarchy has rendered educational institutions increasingly exposed and vulnerable to incipient conflict.
