Asking key questions about how policies and systems impact on children’s early years and rethinking the ways in which young children’s learning and development becomes integral to policy, this insightful text challenges the common misconception that policy development and pedagogical implementation are separate endeavours.

Challenging the Intersection of Policy with Pedagogy explores symbiotic dynamics between policy and practice in the early years to consider the implications of policies relating to documentation, professional well-being, mentoring, the role of the family, language development and diversity. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection and editorial provocations will help students, educators, integrated service providers and policy makers engage critically with a variety of understandings of how policy and practice interact. Considering the role of learning environment, the practitioner, the wider community and policy, chapters are divided into four key sections which reflect major influences on practice and pedagogy:

  • Being alongside children
  • Those who educate
  • Embedding families and communities
  • Working with systems

Considering diverse settings and contexts, perspectives, policies and systems, this text will enhance understanding, support self-directed learning and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care.

section 1|50 pages

Being alongside children

chapter 1|17 pages

Pedagogical documentation

The intersection of children’s learning and prescribed systems and policy

chapter 2|15 pages

Conducting ethical professional inquiry alongside children

Children as fellow researchers

chapter |2 pages

Editorial provocations

Engaging readers and extending thinking: section 1

section 2|53 pages

Those who educate

chapter 6|17 pages

Shaped by policy

The positioning of mentoring within the early years sector in Singapore

chapter |2 pages

Editorial provocations

Engaging readers and extending thinking: section 2

section 3|52 pages

Embedding families and communities

chapter 7|17 pages

Seeing over the wall

Growing policy from learning with families in contexts

chapter 8|16 pages

Whose voice?

Balancing perspectives in children’s language development in early childhood

chapter 9|15 pages

Honoring family diversity

Challenges of leading pedagogy in multi-ethnic societies: perspectives from South Africa

chapter |2 pages

Editorial provocations

Engaging readers and extending thinking: section 3

section 4|59 pages

Working with systems

chapter 10|16 pages

Compliance in a landscape of complexity

Regulation and educational leadership

chapter 11|18 pages

Exploring intersections between systems, policy and pedagogy

Critical reflection on an emerging system in Morocco

chapter 12|17 pages

Being seen and being changed

A story of ‘quality’ early childhood education and the global education reform movement

chapter |3 pages

Editorial provocations

Engaging readers and extending thinking: section 4

chapter |3 pages


Thinking forward