A potpourri of philosophical and child development research-based perspectives as a way forward for early childhood curricula and pedagogy: reconcilable schism or irreconcilable severance?

ABSTRACT

The field of early childhood education is propelled by guiding principles stemming from philosophical and child development research positions. While the guiding principles of high-quality early childhood education are influenced by universal and local perspectives, it is critical that early childhood curricula and pedagogy are firmly evidence-based. The necessity of an evidence-base does not serve to reduce or eliminate the influence of the pioneering philosophers in early childhood education, whose legacy should not be relegated to history. Through this paper we aim to demonstrate a reconcilable schism rather than an irreconcilable severance between philosophical and child development research-based positions in early childhood education. For the purposes of this paper, attachment, bioecological, sociocultural and self-regulation research, together with a selection of seminal early childhood education philosophers, are selected to demonstrate the potential of theoretical intersectionality in the era of the early childhood teacher-as-researcher.

KEYWORDS:

• Early childhood education
• early childhood curricula
• early childhood pedaogogy
• inclusion
• child development
• philosophy
• teacher-as-researcher

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 In this article, early childhood education is equated with the period of a child’s learning that encompasses preschool and the kindergarten phase of elementary school. According to the International Standard Classification of Education (ISCED), this includes early childhood programmes at Level O, which target children prior to commencing more formal programmes at elementary school level (United Nations Education Scientific and Cultural Organisation (UNESCO), 2012).

Additional information

Notes on contributors

Lisha O’Sullivan

Lisha O’Sullivan is the Head of Department of Reflective Pedagogy and Early Childhood Studies at Mary Immaculate College (MIC), Limerick. Lisha lectures in early childhood education and play at MIC and also supervises students’ research at undergraduate, Master’s and PhD levels. A qualified Play Therapist, Lisha has extensive experience in the area of early childhood education and her research interests include developmentally appropriate pedagogy and curricula in the early years; self-regulation and play. Lisha has published widely in these areas.

Emer Ring

Emer Ring is the Dean of Early Childhood and Teacher Education at Mary Immaculate College. Emer lectures in the area of early childhood education and inclusion and also supervises students’ research at undergraduate, Master’s and PhD levels. Emer is a consultant placement supervisor for students during practicum experiences. Emer has been the principal investigator on a range of national research projects and her research interests include policy and practice in early childhood and primary education, inclusion; autism and the work of John Dewey. Emer also has published and presented widely in these areas.