ABSTRACT
Qualitative research approaches have contributed substantial understanding to the field of early childhood education over the past decade, and this review seeks to capture some of the breadth and depth of those contributions. Qualitative research has not, however, ascended to the status of what Kuhn (1970, p. 10) called “normal science” as many researchers predicted it might. Our view is that although qualitative approaches to studying the education of young children have increased in number and sophistication, they have not fulfilled their promise. One of our goals is to utilize the qualitative studies reviewed in this chapter to make the case that the possibilities for qualitative research in our field are underrealized. We plan to accomplish this goal by discussing qualitative approaches in terms of alternative research paradigms that offer unique opportunities to add to the knowledge base in early childhood education.
