Challenging dominant discourses in the field of early childhood education, this book provides an accessible introduction to some of the alternative narratives and diverse perspectives that are increasingly to be heard in this field, as well as discussing the importance of paradigm, politics and ethics.

Peter Moss draws on material published in the groundbreaking Contesting Early Childhood series to introduce readers to thinking that questions the mainstream approach to early childhood education and to offer rich examples to illustrate how this thinking is being put to work in practice. Key topics addressed include:

  • dominant discourses in today’s early childhood education – and what is meant by ‘dominant discourse’
  • why politics and ethics are the starting points for early childhood education

  • Reggio Emilia as an example of an alternative narrative

  • the relevance to early childhood education of thinkers such as Michel Foucault and Gilles Deleuze and of theoretical positions such as posthumanism.

An enlightening read for students and practitioners, as well as policymakers, academics and parents, this book is intended for anyone who wants to think more about early childhood education and delve deeper into new perspectives and debates in this field.

chapter 2|21 pages

The importance of paradigm

chapter 3|17 pages

Politics and ethics as first practice

chapter 4|24 pages

Reggio Emilia

A story of democracy, experimentation and potentiality

chapter 5|20 pages

Michel Foucault

Power, knowledge and truth

chapter 6|32 pages

Gilles Deleuze

Thought, movement and (more) experimentation

chapter 8|8 pages

What next?