Contextualising early Childhood Education

Abstract

A critical and constructive postrnodern perspective can be a useful tool for contextualising the field of early childhood education. One way this can be done is by situating the seven studies that appear in this issue of AJEC through multiple social, cultural, political, historical, local and global contexts. In doing so, the relationships between these issues are highlighted. Additionally, the ways in which the researchers, participants, settings, data collection strategies, and findings are connected amongst these studies becomes evident. This approach, which does not necessarily imply that the articles should be read in a linear fashion, is about intentionally framing ideas in ways that might generate different understandings about what we do in early childhood and why we do it. The articles found within this edition of AJEC focus on social issues that are commonly debated and discussed in early childhood education. These issues include poverty, sex education, childcare quality, personal and social skills, repeated viewings of videos, and regulatory frameworks. These issues become more problematic and complex when viewed from various contexts. In doing so, these studies and their findings take on a different set of meanings--making it possible to see how the field of early childhood education is connected, and raising new questions about teaching, learning, and researching, The cultural contexts of early childhood education and how they influence research is apparent in Lai's preliminary study. However, if this study of teachers' perceptions of sex education in Hong Kong preschools were conducted with teachers from South Africa, the United States or Ireland, would it reveal similar findings? Likewise, da Silva and Wise's study is firmly located within the cultural context of families. This study of parent perspectives on childcare quality focuses on the cultural background of participants as a potential source of difference among parents. King and Boardman's study of teachers' and parents' insights into the importance of personal and social skills for young children beginning kindergarten is situated within the context of preschool. By locating this study before formal schooling, readiness becomes an important issue for both parents and teachers. Also, by highlighting the different contexts of parents and teachers it becomes possible to see how these participants view the role of early childhood education. Framing these studies within a professional context illuminates how particular topics or experiences are considered to be either 'appropriate' or 'inappropriate' for young children. …