Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives

Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives
by G. Dahlberg

Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives
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Book Summary Information

Author: G. Dahlberg
Edition: Paperback
Audio: English (Original Language); English (Unknown); English (Published)
Published: 1999-03-01
ISBN: 0750707690
Number of pages: 206
Publisher: Falmer Press

Book Reviews of Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives

Book Review: A must for early childhood educators!
Summary: 4 Stars

Dahlberg, Moss and Pence have written this scholarly book to call attention to a crisis of thought in early childhood education. The book is meant to provoke critical thinking of all we know about early childhood education and to rally concerned citizens--parents, educators, policitians and community--to critical discussion.

This book explores early childhood philosophies, constructivist thinking, and cites early childhood "experiments" such as Reggio Emilia and the Stockholm Project. It challenges and inspires on a global level.

I read this book first as a graduate school text, then again as a refresher for my own views on early childhood education. It will be read again and again!

Summary of Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives

With places at nursery school promised for every child above the age of four, this book raises the stakes by looking at the quality of what is provided, and how that compares to what should be provided.
Beyond Quality In Early Childhood Education and Care challenges received wisdom and the tendency to reduce philosophical issues of value to purely technical issues of measurement and management. In its place, it offers alternative ways of understanding early childhood, early childhood institutions and pedagogical work. The book places issues of early childhood into a global context and relates them to writers from many fields. Drawing on work with aboriginal peoples in Canada, on the experience of Reggio-Emilia in Italy and on a project in Stockholm inspired by Reggio, the book considers the implications of these alternative ways of understanding, for practice and a reconceptualization of early childhood education and care.

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