Changing images of childhood: Reconceptualising early childhood practice

Abstract

During the early years of life, children experience a number of transitions as they grow and develop, and move from home to care and education. To support young children during these times, early childhood practitioners may need to make transitions of their own; in the way they view children and childhood, and in the practices they undertake based on their views. Viewed from a Reconceptualist perspective (Lambert, 2003), this paper presents ten constructs of childhood (Sorin & Galloway, 2005) and identifies ways in which they may be present in early childhood practice. Yelland and Kilderry (2005) argue, “one of the aims of education is to prepare citizens for the ‘real world’, and the ‘real worlds’ of today are multi-faceted and often the issues that arise are not easily solved but instead need to have multiple readings and interpretations” (p.11). The paper challenges practitioners to critically examine how these constructs affect their own practice and, where necessary, to change their views and actions toward young children.

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