By exploring the key issues, arguments and messages that exist in the field, Cross-Cultural Perspectives on Early Childhood provides an international, comparative look at aspects of early childhood education and care. Pedagogical practices, learning cultures and the professional development of practitioners are considered within the wider political agenda of different countries. Pertinent policy and practice issues, such as numeracy and literacy, are carefully examined. Theodora Papatheodorou and Janet Moyles highlight how important it is to engage with and listen to children, to provide positive learning encounters.

Children's Learning Cultures
Children's learning cultures

Introduction

JanetMoyles and TheodoraPapatheodorou

The Education for All: Strong Foundations Report states: ‘Early childhood sets the foundations for life … [it] is a highly sensitive period marked by rapid transformations in physical, cognitive, social and emotional development’ (UNESCO, 2006: 7). It is also a period in which children – already undergoing massive changes physiologically and cognitively – acquire understanding of different cultures. From the culture of the home and community, children in many parts of the world move into a culture of early childhood education and care (ECEC) which requires significant new learning if the child is to adapt to the new context and all its underlying complexities and expectations.

The culture of settings and schools requires quite different understandings from both ...

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