1st Edition

Challenging the Intersection of Policy with Pedagogy

Edited By Leanne Gibbs, Michael Gasper Copyright 2019
    242 Pages
    by Routledge

    242 Pages
    by Routledge

    Asking key questions about how policies and systems impact on children’s early years and rethinking the ways in which young children’s learning and development becomes integral to policy, this insightful text challenges the common misconception that policy development and pedagogical implementation are separate endeavours.

    Challenging the Intersection of Policy with Pedagogy explores symbiotic dynamics between policy and practice in the early years to consider the implications of policies relating to documentation, professional well-being, mentoring, the role of the family, language development and diversity. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection and editorial provocations will help students, educators, integrated service providers and policy makers engage critically with a variety of understandings of how policy and practice interact. Considering the role of learning environment, the practitioner, the wider community and policy, chapters are divided into four key sections which reflect major influences on practice and pedagogy:

    • Being alongside children
    • Those who educate
    • Embedding families and communities
    • Working with systems

    Considering diverse settings and contexts, perspectives, policies and systems, this text will enhance understanding, support self-directed learning and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care.

    List of illustrations

    List of acronyms

    Volume editors’ acknowledgements

    Series editors’ acknowledgements

    Series editors, volume editors and contributors

    Preface: Trawling muddy waters – Michael Reed and Alma Fleet

    SECTION ONE: Being alongside children

    Chapter 1: Pedagogical documentation: the intersection of children’s learning and prescribed systems and policy – Rhonda Livingstone and Catharine Hydon

    Chapter 2: Conducting ethical professional inquiry alongside children: children as fellow researchers – Carla Solvason

    Chapter 3: Educators experimenting with common world pedagogies – Cory Jobb, Kelly-Ann MacAlpine and Veronica Pacini-Ketchabaw 

    Editorial provocations: engaging readers and extending thinking – Leanne Gibbs

    SECTION TWO: Those who educate

    Chapter 4: Navigating complex systems – Angela Hodgkins and Michael Reed with Faraza Anderson, Karen Worrall, Mandy Ajmal and Charlotte Lenton

    Chapter 5: A North American perspective on understanding and nurturing professional well-being in the early childhood workplace – Kate McCormick and Mary Benson

    Chapter 6: Shaped by policy: the positioning of mentoring within the early years sector in Singapore – Doranna Wong, Fay Hadley and Manjula Waniganayake

    Editorial provocations: engaging readers and extending thinking – Leanne Gibbs

    SECTION THREE: Embedding families and communities

    Chapter 7: Seeing over the wall: growing policy from learning with families in contexts  Randa Khattar, Rachel Heydon, Emma Cooper and Karyn Callaghan

    Chapter 8: Whose voice? balancing perspectives in children's language development in early childhood – Tim Gluyas and Michael Gasper

    Chapter 9: Honoring family diversity: challenges of leading pedagogy in multi-ethnic societies:  perspectives from South Africa – Hasina Ebrahim and Manjula Waniganayake

    Editorial Provocations: engaging readers and extending thinking – Michael Gasper

    SECTION FOUR: Working with systems

    Chapter 10: Compliance in a landscape of complexity: regulation and educational leadership – Leanne Gibbs, Frances Press and Sandie Wong

    Chapter 11: Exploring intersections between systems, policy and pedagogy: critical reflection on an emerging system in Morocco. – Caroline Jones, Mustapha Aabi and Mohamed Boufous

    Chapter 12: Being seen and being changed: problematising the role of ‘quality’ Early childhood education in the global education reform movement – Elise Hunkin 

    Editorial Provocations: engaging readers and extending thinking – Michael Gasper

    Coda: thinking forward – Alma Fleet and Michael Reed



    Leanne Gibbs is a researcher and consultant in early childhood leadership and policy. She is a doctoral candidate at Charles Sturt University, Australia.

    Michael Gasper is an early years consultant, trainer, coach, mentor and facilitator and works with the Centre for Research in Early Childhood, Birmingham, UK.