The relationship between pre-school settings and compulsory education is becoming increasingly important globally. As more children worldwide attend some form of pre-school, governments use them to boost the performance of children at school and see them as the first step towards the goal of lifelong learning.
This book’s initial assertion is that this relationship requires both pre-schools and schools to be open to rethinking basic premises: their pedagogical ideas, goals and practices. The contributors argue that dominant discourses in both traditions would need to be subject to dialogue, reflection and contestation in order to create a ‘strong and equal partnership’.
Using a previously unpublished extended essay on the pre-school/school relationship as a starting point, Pre-school and school: two different traditions and the vision of a meeting place by Gunilla Dahlberg and Lenz Taguchi, the contributors to this book open up discussion about the pre-school/school relationship, contest the dominant ‘top down’ (school to pre-school) discourse and also the ‘bottom up’ one (pre-school to school), suggesting how a ‘strong and equal partnership’ might be conceptualised and developed. The editors have invited contributions from leading figures in education, who have been asked to respond critically to the essay and present their own thinking about the pre-school/school relationship, their current understandings, and suggestions on future directions.
About the Author
Peter Moss is Professor of Early Childhood Provision at the Thomas Coram Research Unit, Institute of Education, London.
Table of Contents
Notes on contributors Part One: Introductory essay 1. The relationship between early childhood and compulsory education: a properly political question Peter Moss Part Two: Authors’ responses 2. A response from the co-author of ‘a strong and equal partnership’ John Bennett 3. A dialogue with the co-author of ‘the vision of a meeting place’ Gunilla Dahlberg Part Three: Five other responses 4. Making a borderland of contested spaces into a meeting place: The relationship from a New Zealand perspective Margaret Carr 5. From indifference to invasion: The relationship from a Norwegian perspective Peder Haug 6. David, Goliath and the ephemeral parachute: The relationship from a United States perspective Sharon L. Kagan 7. Bruno Ciari and ‘educational continuity’: The relationship from an Italian perspective Arianna Lazzari and Lucia Balduzzi 8. What if the Rich Child has Poor Parents? The relationship from a Flemish perspective Michel Vandenbroeck, Nadine De Stercke and Hildegard Gobeyn Part Four: Concluding Reflections 9. Citizens should expect more! Peter Moss References