1st Edition

Alternative Narratives in Early Childhood An Introduction for Students and Practitioners

By Peter Moss Copyright 2019
    198 Pages
    by Routledge

    198 Pages
    by Routledge

    Challenging dominant discourses in the field of early childhood education, this book provides an accessible introduction to some of the alternative narratives and diverse perspectives that are increasingly to be heard in this field, as well as discussing the importance of paradigm, politics and ethics.

    Peter Moss draws on material published in the groundbreaking Contesting Early Childhood series to introduce readers to thinking that questions the mainstream approach to early childhood education and to offer rich examples to illustrate how this thinking is being put to work in practice. Key topics addressed include:

    • dominant discourses in today’s early childhood education – and what is meant by ‘dominant discourse’
    • why politics and ethics are the starting points for early childhood education

    • Reggio Emilia as an example of an alternative narrative

    • the relevance to early childhood education of thinkers such as Michel Foucault and Gilles Deleuze and of theoretical positions such as posthumanism.

    An enlightening read for students and practitioners, as well as policymakers, academics and parents, this book is intended for anyone who wants to think more about early childhood education and delve deeper into new perspectives and debates in this field.


    Chapter one: Dominant discourses, alternative narratives and resistance movements

    Chapter two: The importance of paradigm

    Chapter three: Politics and ethics as first practice

    Chapter four: Reggio Emilia: a story of democracy, experimentation and potentiality

    Chapter five: Michel Foucault: power, knowledge and truth

    Chapter six: Gilles Deleuze: though, movement and (more) experimentation

    Chapter seven: Posthumanism, the posthuman child and intra-active pedagogy

    Chapter eight: What next?



    Peter Moss is Emeritus Professor of Early Childhood Provision at the Thomas Coram Research Unit, UCL Institute of Education, University College London, UK.