From a critical perspective some early childhood educators have proposed that the knowledge
base used to ground the field actually serves to support the status quo reinforces prejudices
and stereotypes and ignores the real lives of children. The purpose of this book is to
deconstruct early childhood education identifying and evaluating the themes and forms of
discourse that have dominated the field leading to the construction of specific theories and
forms of practice that privilege particular groups of children and adults and oppress others.
An alternative avenue for early childhood education is posited that focuses on social justice
and human agency.
