Abstract
This article proposes reconceptualizing professional knowledge in early childhood education and care (ECEC) as knowledges, incorporating phronesis (practical wisdom), techne (skill), and episteme (pure knowledge). Conceptualizing professional knowledge in the plural broadens perspectives on the professional knowledge base and opens up a discussion of how different forms of knowledge are acquired. Drawing on Bernstein, the author identifies ECEC as requiring horizontal and vertical constructs of knowledge that have different structures and legitimization processes. While phronesis is presented as being a part of ECEC professional knowledges, the discussion explores the difficulties in defining phronesis, because of the variable ways it is articulated.
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