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Peter Moss (editor) - Early Childhood and Compulsory Education: Reconceptualising the relationship

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Peter Moss (editor) Early Childhood and Compulsory Education: Reconceptualising the relationship
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What should be the relationship between early childhood and compulsory education? What can they learn from one another and by working together?

The rapid expansion of early childhood education and care means that most children in affluent countries now have several years at pre-school before compulsory education. This raises an important question about the relationship between the two. Whilst its widely assumed that the former should prepare children for the latter, there are alternatives. This book contests the readying for school relationship as neither self-evident nor unproblematic; and explores some alternative relationships, including a strong and equal partnership and the vision of a meeting place.

In this ground-breaking book, Professor Peter Moss discusses the issue with leading early childhood figures - from Belgium, France, Italy, New Zealand, Norway, Sweden and the United States -who bring very different perspectives to this contentious relationship. The book starts with an extended essay by Peter Moss, to which the other contributors are invited to respond critically, as well as offering their own thinking about the relationship between early childhood and compulsory education, both their current understandings and suggestions on future directions.

Students, researchers and academics in the field of early childhood education will find this an insightful and timely text. But so too will their peers in compulsory education, since the book time and again raises searching questions about pedagogical purpose and practice in this sector.

Peter Moss (editor): author's other books


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Early Childhood and Compulsory Education What should be the relationship - photo 1
Early Childhood and Compulsory
Education

What should be the relationship between early childhood and compulsory education? What can they learn from one another and by working together?

The rapid expansion of early childhood services means that most children in affluent countries now have several years of early childhood education before compulsory schooling. This raises an important question about the relationship between the two. Whilst it is widely assumed that the former should prepare children for the latter, there are alternatives. This book contests the readying for school relationship as neither self-evident nor unproblematic; and explores some alternative relationships, including a strong and equal partnership and the vision of a meeting place.

In this ground-breaking book, Professor Peter Moss discusses the issue with leading early childhood figures from Belgium, France, Italy, New Zealand, Norway, Sweden and the United States who bring very different perspectives to this contentious relationship. The book starts with an extended essay by Peter Moss, to which the other contributors are invited to respond critically, as well as offering their own thinking about the relationship between early childhood and compulsory education.

Students, teachers, researchers and other academics in the field of early childhood education will find this an insightful and timely text. But so too will their peers in compulsory education, since the book time and again raises searching questions about pedagogical purpose and practice in this sector.

Peter Moss is Emeritus Professor of Early Childhood Provision at the Institute of Education, University of London, UK.

Contesting Early Childhood series
Series Editors: Gunilla Dahlberg and Peter Moss

This groundbreaking series questions the current dominant discourses surrounding early childhood, and offers instead alternative narratives of an area that is now made up of a multitude of perspectives and debates.

The series examines the possibilities and risks arising from the accelerated development of early childhood services and policies, and illustrates how it has become increasingly steeped in regulation and control. Insightfully, this collection of books shows how early childhood services can in fact contribute to ethical and democratic practices. The authors explore new ideas taken from alternative working practices in both the western and developing world, and from other academic disciplines such as developmental psychology. Current theories and best practice are placed in relation to the major processes of political, social, economic, cultural and technological change occurring in the world today.

Titles in the Contesting Early Childhood series include:

Moss (2013) Early Childhood and Compulsory Education

Vecchi (2010) Art and Creativity in Reggio Emilia

Taguchi (2009) Going Beyond the Theory/Practice Divide

Olsson (2009) Movement and Experimentation in Young Children's Learning

Edmiston (2007) Forming Ethical Identities in Early Childhood Play

Rinaldi (2005) In Dialogue with Reggio Emilia

MacNaughton (2005) Doing Foucault

Penn (2005) Unequal Childhoods

Dahlberg and Moss (2005) Ethics and Politics in Early Childhood

Early Childhood and
Compulsory Education

Reconceptualising the relationship

Edited by Peter Moss

With Lucia Balduzzi, John Bennett, Margaret Carr,
Gunilla Dahlberg, Hildegard Gobeyn, Peder Haug,
Sharon Lynn Kagan, Arianna Lazzari, Nadine De
Stercke and Michel Vandenbroeck

Early Childhood and Compulsory Education Reconceptualising the relationship - image 2

First published 2013
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

Simultaneously published in the USA and Canada
by Routledge
711 Third Avenue, New York, NY 10017

Routledge is an imprint of the Taylor & Francis Group, an informa business

2013 Peter Moss

The right of the editor to be identified as the author of the editorial
material, and of the authors for their individual chapters, has been
asserted in accordance with sections 77 and 78 of the Copyright,
Designs and Patents Act 1988.

All rights reserved. No part of this book may be reprinted or
reproduced or utilised in any form or by any electronic, mechanical, or
other means, now known or hereafter invented, including photocopying
and recording, or in any information storage or retrieval system, without
permission in writing from the publishers.

Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and
explanation without intent to infringe.

British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library

Library of Congress Cataloging-in-Publication Data
Early childhood and compulsory education : reconceptualising the
relationship / edited by Peter Moss.
p. cm.
ISBN 978-0-415-68773-7 (hardback) ISBN 978-0-415-68774-4
(paperback) ISBN 978-0-203-08075-7 (ebook) 1. Early childhood
education. 2. Education, Compulsory. I. Moss, Peter, 1945
LB1139.23.E24 2013
372.21dc23
2012024457

ISBN: 978-0-415-68773-7 (hbk)
ISBN: 978-0-415-68774-4 (pbk)
ISBN: 978-0-203-08075-7 (ebk)

Typeset in Garamond
by FiSH Books Ltd, Enfield

Contents

PART I
Introductory essay

1 The relationship between early childhood and compulsory education: A properly political question
PETER MOSS

PART II
Authors responses

2 A response from the co-author of a strong and equal partnership
JOHN BENNETT

3 A dialogue with the co-author of the vision of a meeting place
GUNILLA DAHLBERG

PART III
Five other responses

4 Making a borderland of contested spaces into a meeting place: The relationship from a New Zealand perspective
MARGARET CARR

5 From indifference to invasion: The relationship from a Norwegian perspective
PEDER HAUG

6 David, Goliath and the ephemeral parachute: The relationship from a United States perspective
SHARON LYNN KAGAN

7 Bruno Ciari and educational continuity: The relationship from an Italian perspective
ARIANNA LAZZARI AND LUCIA BALDUZZI

8 What if the rich child has poor parents? The relationship from a Flemish perspective
MICHEL VANDENBROECK, NADINE DE STERCKE AND HILDEGARD GOBEYN

PART IV
Concluding reflections

9 Citizens should expect more!
PETER MOSS

Notes on contributors

Lucia Balduzzi (Italy) is a Senior Researcher at the Department of Education Science, University of Bologna. Her main area of interest is the professional profile of practitioners in conventional and experimental early childhood services. She has recently co-edited, with Milena Manini, La cura della professionalit di educatrici e insegnanti nei servizi per l'infanzia, about practitioners professionalism in early childhood education and care settings.

John Bennett (France) was the co-author of the first two Starting Strong reports, published by the OECD. Currently, he is a member of the editorial board of the European Early Childhood Education Research Journal. His latest publication is the Roma Early Childhood Inclusion (RECI) Overview Report, published conjointly by the Open Society Foundation, the Roma Education Fund and UNICEF (2012).

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