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Reconceptualizing Early Childhood Care and Education

Critical Questions, New Imaginaries and Social Activism: A Reader


Edited By Marianne N. Bloch, Beth Blue Swadener and Gaile S. Cannella

Reconceptualizing Early Childhood Care and Education is a foundational text, which presents contemporary theories and debates about early education and child care in many nations. The authors selected are leading contributors in discussions about critical early childhood studies over the past twenty years; the editors are long-time scholars in the reconceptualizing early childhood movement. Audiences include students in graduate courses focused on early childhood and primary education, critical cultural studies of childhood, critical curriculum studies and critical theories that have been contested and debated and drawn from over the course of two decades.
The book is filled with recent scholarship by leading authors in the reconceptualization and rethinking of childhood studies and early childhood fields, who discuss foundational debates, new imaginaries in theory and practice and activist scholarship. A must-read for graduate students and professionals interested in beginning or continuing critical interrogations of current early childhood policy and reforms globally.
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Chapter Three: Reconceptualizing Early Childhood Research



Reconceptualizing Early Childhood Research

J. Amos Hatch

From its genesis, the reconceptualizing early childhood education (RECE) ethos has had strong connections to parallel movements within the broader scholarly community, including movements that challenge the dominant discourse of positivist science. In this chapter, I trace some of the evolvement of that parallel development, highlighting some of the prominent debates concerning early childhood research that have occurred from the 1980s to the present. As I discuss each movement, I include references to publications by RECE authors that exemplify scholarship linked to the debates of that period. I conclude with a call for a renewed commitment to generating high-quality scholarly inquiry that continues to reconceptualize the field.

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