Post-Vygotskian lenses on Western early childhood education: Moving the debate forward

Abstract

SUMMARY The narratives surrounding early childhood education have been called into question in recent times (Cannella, 1999; Dahlberg, Moss and Pence, 1999). Cross-cultural analyses of educational practices and their associated theoretical perspectives have highlighted the ethnocentric framework of early childhood education in many countries (Siraj-Blatchford and Clarke, 2000). This paper discusses the traditional practices and the theories that have been adopted by many early childhood professionals within Australia. In particular, the implicit codes of Western schooling are called into question. Data from a study of Australian Indigenous families regarding their children's early childhood schooling experience are presented and discussed.

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