ABSTRACT
In earlier chapters we have argued for the socially constructed character of knowledge and the situated and embodied nature of the construction of the child, the pedagogue and early childhood pedagogy. This we did by identifying some of the techniques and practices by which we have constructed the child and the pedagogue and the dangers of these actions. From this perspective, it follows that all pedagogical activity can be seen as a social construction by human agents, in which the child, the pedagogue and the whole milieu of the early childhood institution are understood as socially constituted through language. However, this perspective also implies that this activity is open to change; if we choose to construct pedagogical activity in one way, we can also choose to reconstruct it in another.
