Early childhood theories, ideals and social-political movements, an oral history study of pioneers in the second half of the twentieth century

ABSTRACT

Early childhood education changed in the twentieth century, from mother-at-home-care in the 1950s, to professional early education today. Theoretical and social-political choices of pioneers in ECE had a profound impact on the way children’s education is conceptualized. We argue from a social constructivist perspective. The oral history method is used to document the professional life stories of 29 pioneers, born in Europe and the USA between 1940 and 1955. These pioneers were inspired by personal histories of growing up in the post-WWII / the cold war era, and, for some, their experience with poverty and discrimination based on social class and gender; but also by social-political movements of the 1970s. These experiences motivated to fight against discrimination, to support women’s and children’s rights, and communities, through the provision of high-quality services. They expressed concern that these values are at risk today by the dominance of economics and neoliberal policies.

KEYWORDS:

• History of theories of early education
• professionalization
• Vygotsky and Piaget democratization
• pioneers in education
• oral history

Acknowledgement

Thanks to Joop Berding, Poppe de Boer and the anonymous reviewer for their critical comments and suggestions.

Statement of ethics

Ethics approval for the project has been granted by Charles Sturt University, Australia. The interviewees have approved the transcript of their interview, and approved the quotes in the context of this paper.

Disclosure statement

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

Notes

1 Lieselotte Ahnert, Germany, 1951; Sue Bredekamp, U.S.A., 1950; Stig Broström, Danmark, 1945; Tina Bruce, U.K., 1947; Gunilla Dahlberg, Sweden, 1946; Tricia David, U.K., 1942; Louise Derman Sparks, U.S.A., 1940; Peter Elfer, U.K., 1952; Maritta Hännikäinen, Finland, 1951; Nóirín Hayes, Ireland, 1955; Carollee Howes, U.S.A., 1947; Anne Trine Kjørholt, Norway, 1953; Grethe Kragh Müller, Denmark, 1945; Susanna Mantovani, Italy, 1945; Tullia Musatti, Italy, 1947; Pamela Oberhuemer, U.K./Germany, 1946;Chris Pascal, U.K., 1953; Jan Peeters, Belgium, 1953; Ingrid Pramling Samuelsson, Sweden, 1946; Christa Preissing, Germany, 1952; Sylvie Rayna, France, 1951; Elly Singer, The Netherlands, 1948; Rita Swinnen, Belgium, 1949; Kathy Sylva, U.S.A./U.K., 1943; Anke van Keulen, The Netherlands, 1951; Bert van Oers, The Netherlands, 1951; Nico van Oudenhoven, The Netherlands, 1941; Nikolay Veraksa, Russia, 1946; Margy Whalley, U.K., 1950.

Additional information

Notes on contributors

Elly Singer

Elly Singer (1948) is retired Associate Professor at Utrecht University Developmental Psychology; and University of Amsterdam, Education. Since the 1970s she has studied the history of early education in relationship to social-policy issues in Western countries, and she was engaged in observation studies of the social life of young children in divers social-cultural contexts. In the Netherlands she was co-author of the Dutch Pedagogical Framework for Early Education and Diversity.

Sandie Wong

Sandie Wong is an Associate Professor at Macquarie University & Goodstart Research Fellow. Her current work investigates: early childhood practices; workforce issues; educator well-being; and the history of early childhood internationally. Sandie has an ongoing interest in exploring contemporary issues through historical methods. She co-authored, with Professor Frances Press, short histories of several leading Australian early childhood organizations, including Early Childhood Australia, Gowrie New South Wales, and KU Children’s services.