International Perspectives in the Early Years

′This informative and wide-ranging book argues persuasively for the value of multiple perspectives, both international and disciplinary, in the study and practice of early childhood education, because they feed our imaginations and provoke us to think. And while illustrating the many differences that exist between countries, it highlights the shared issues confronting us, wherever we live.′ -- Emeritus Professor Peter Moss
I would recommend International Perspectives in the Early Years to those studying and working in this area.  The writers’ passion for the welfare of children is obvious and the book goes beyond that which would be provided by an introductory textbook.  The book is thought provoking and would be particularly useful to those looking for research ideas of their own.  -- Graham Jones, University of Wolverhampton

Stemming from original research in the field, this book features a range of expert contributors who, between them, explore the key issues, themes and debates, surrounding international perspectives on early childhood education and care. From Norway to Mexico, and from France to Hungary, and via many other countries, a wide variety of topics are covered, demonstrating the shared issues confronting us, despite the many differences.

-- Martine Horvath
The book is enjoyable to read and provides interesting insights into early childhood. Each chapter concludes with a summary of the chapter and prompts to enable the reader to reflect on the topic in their own contexts. I also liked each chapter having a list of recommended readings, categorised to suit students across all levels of study. The language used through the book was simple but profound and would appeal to students and early childhood practitioners. The diversity of examples and experiences that the book offers to the reader is enriching and provides opportunities for further reflection and research. -- Pearl D’Silva, New Zealand Tertiary College
Book Review
International perspectives in the early years by Linda Miller and Claire Cameron (Eds.)
Pearl D’Silva
New Zealand Tertiary College
Miller and Cameron’s (2014) edited book, titled International perspectives in the early years, is a useful resource for early childhood practitioners, as well as students enrolled in qualifications in early childhood education. The editors have carefully compiled research from a range of countries to publish a comprehensive record of early childhood education across Europe and the United States of America. The book consists of two parts, exploring themes related to the larger purview of early childhood education.
Part One considers notions of Care, Education and Intervention in early childhood settings across some European countries. The underlying focus around each of the five chapters within this section is the diversity and richness within early childhood systems and structures across Europe. In Chapter Two, the looks at the similarities and differences between early childhood systems of education across the Northern, Southern, Eastern and Western parts of Europe, are discussed with a focus on current issues within specific countries in these areas. The chapter made an interesting read because it highlights themes that are now not only pertinent to Europe, but have become global issues. Goals and aspirations for early childhood programs are seen as similar, in spite of the differences between each country’s policies governing the sector. The chapter also explores relevant issues around staffing, in relation to prerequisite qualifications necessary to teach in the sector, the presence of males in the workforce and professional development.
Another chapter that was particularly note-worthy is Kaga’s discourse on the relationship between early childhood and primary schools (Chapter Three). The author looks at three models of relationship between the two sectors, arguing that healthy and positive relationships serve the interests of the young child. The models she refers to highlight, school readiness, ready school and a strong and equal partnerships. The author advocates the importance of the third model, wherein both sectors work harmoniously together to: (a) recognise and acknowledge ECE as vital to education; (b) facilitate effective transitions from early childhood to primary school, not just for the children’s well-being, and also to support administration, policies and curriculum across the sectors; and (c) a “unified approach to learning” (p. 39), acknowledging that key dispositions and attitudes to learning are nurtured in the early years. She concludes with some practical ideas that could help facilitate the transition and make it more viable for all stake-holders in the early childhood sector.
Doulcet- Dahlgren (2014) highlight the French model of early childhood education services, which upholds the idea of nurturing a strong community between parents and early childhood professionals to support parents and
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children. Another chapter examines the commitment of the Italian municipal centres called nido in advocating a holistic curriculum that incorporates socio-cultural experiences for children under the age of three. The authors reaffirm that learning does not occur in isolation, but through a shared experience and shared ‘meanings’ set out for infants and toddlers in the centres.
Part Two of the book is titled ‘Children’s Spaces’ and explores international perspectives on practices within early childhood settings. The themes running through these five chapters within this section carry important messages in relation to the role of the early childhood professional in nurturing children’s sense of space and place, well-being, belonging and agency. Kernana and Loyzaga (2014) highlight early childhood education centres sometimes doubling up as havens for children, especially for those children that are vulnerable due to socio-political and economic factors. In an interesting piece of research, the authors seek to understand concepts such as belonging and self-identity among indigenous migrant children living in urban Mexico. In particular, they showcase the extraordinary efforts of one specific non-governmental organisation that works to support young children in building a positive identity and sense of belonging by drawing on their family histories and indigenous culture into daily activities and experiences. Cohen and Ronning (2014) examine the relevance of “local economic activities and the unique history, culture, and tradition” (p. 112) in informing pedagogical practices situated within the early childhood curriculum. Drawing on examples from Norway and Scotland, the authors argue that place-based learning offers children rich opportunities to develop holistically, to construct their own learning and to inform their sense of identity and belonging. I particularly enjoyed reading Hancock, Cameron and Talay-Ongan’s work on the importance of play in promoting agency and, thus, a sense of well-being among young children. Drawing from videos highlighting family life across Peru, Turkey, the USA and the UK, the authors aimed to understand how agency is promoted not just through play, but also through positive experiences provided by the parents to build on children’s interests. The authors urge early childhood professionals to draw from the messages gained through the research to guide their interactions with children, thus empowering them to be independent and confident learners.
The book is enjoyable to read and provides interesting insights into early childhood. Each chapter concludes with a summary of the chapter and prompts to enable the reader to reflect on the topic in their own contexts. I also liked each chapter having a list of recommended readings, categorised to suit students across all levels of study. The language used through the book was simple but profound and would appeal to students and early childhood practitioners. The diversity of examples and experiences that the book offers to the reader is enriching and provides opportunities for further reflection and research.
References
Miller, L., & Cameron, C. (Eds.). (2014). International perspectives in the early years. London, UK: Sage Publications Ltd. -- Dr Christopher Naughton * drupal *
Great piece of work that is clearly authoritive in its content and that will provide Early Years and Childhood Studies students with the international perspective needed. -- Dr Katherine Cartmell * drupal *
Excellent text. Much needed reflective comparisons between our education system and other systems, understandings and beliefs. It will enable students to develop an important wider perspective on what happens in education. -- Dr Sally Neaum * drupal *
This was a really good text to engage with and I feel students will be able to read and elicit information easily. -- Miss Annette Trilk * drupal *
Recommended for students in their final year who are beginning to take a broader view of themselves as members of a global community of practice in Early Childhood. -- Miss Caroline Meredith * drupal *
A useful text for students through all modules. -- Miss KATY MEREDITH * drupal *
Useful book for undergraduate early years students -- Miss Lorna Wardle * drupal *
This is an insightful and interesting read, exploring early years and childhood in many contexts. Questions for reflection and summary sections provide creative topics for discussion in seminar sessions. -- Miss Rebecca Bolan * drupal *
An interesting approach - the comparison of different cultures to enable students and practitioners to reflect on practice in the UK. Some fascinating reflective writing by well regarded authors -- Mr Mark Wilkins * drupal *
A very practical text, which is proving useful for students on undergraduate early years provision. -- Mr Steven Burton * drupal *
Loved this book, extremely interesting to see how other countries do things. Will be recommending this to students that are researching for their Research Task. -- Mrs Beverley Owen-jones * drupal *
super book for EY students of all levels to challenge thinking and develop understanding of cultural perspectives to support reflective practice. -- Mrs Caroline Wright * drupal *
The book is great for EY trainees working with families who want to develop their own reflective practice and consider ′who says so′ and ′why do we believe this?′.
-- Mrs Caroline Wright * drupal *
this book has been recommended to our level 3 and 4 students. an excellent book -- Mrs Dawn Latham * drupal *
A good overview of international perspectives. particularly useful for 3rd year Childhood Studies students who are considering going on to a PGCE primary course. -- Mrs Felicity Kyffin * drupal *
Interesting boo for those taking on the Foundation Phase as their area of interest and/or research. -- Mrs Gail Parker * drupal *
A brilliant text for students to be able to gain valuable knowledge and insights into curricula and societal perspectives other than their own. -- Mrs Gayle McKeag * drupal *
Good background reading for students. -- Mrs Hayley Roberts * drupal *
Each chapter provides an overview of early years provision and explores historical and current influences in context, as well as offering insights into daily life through short vignettes, longer case studies and commentary from practitioners.
Whilst many approaches - such as Reggio Emilia, Te Whariki and Head Start - are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context. Additionally, broadening understanding through information on less widely known systems, the book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision.
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Written in a straightforward and accessible style, the book is designed to meet the needs of students studying modules related to international perspectives on a range of foundation, bachelor and master’s degrees in early years.
-- Mrs Helen Middleton * drupal *
Each chapter provides an overview of early years provision and explores historical and current influences in context, as well as offering insights into daily life through short vignettes, longer case studies and commentary from practitioners.
Whilst many approaches - such as Reggio Emilia, Te Whariki and Head Start - are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context. Additionally, broadening understanding through information on less widely known systems, the book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision.
\
Written in a straightforward and accessible style, the book is designed to meet the needs of students studying modules related to international perspectives on a range of foundation, bachelor and master’s degrees in early years.
-- Mrs Helen Middleton * drupal *
Good general text for the comparative element of the module. -- Mrs Jan Gourd * drupal *
From this students are able to relate different theoretical perspectives to their own practce. This text gives them the skills to relate international perspectives to those of their home country. -- Mrs Julie Clarkson * drupal *
Informative and enabling for students to discuss international perspectives and make comparisons to their own practce. this helps to develop criticality within academic text. -- Mrs Julie Clarkson * drupal *
A useful text to signpost students through all modules. -- Mrs Karen Sullivan King * drupal *
Excellent book very popular with students will recommend again this year -- Mrs Kate James * drupal *
A useful book to challenge and promote deeper level thinking about the early years philosophies and practice in the UK. Very readable and accessible to the busy student with plenty of links to further reading. -- Mrs Margaret Dobbs * drupal *
A useful book to support the internationalization of early years modules to enhance student understanding of the varying approaches in the sector. -- Mrs Marie Dey * drupal *
A particularly useful text for our International Comparisons module. The mainly thematic approach enables students to make comparisons across countries and to reflect on common, contemporary issues. -- Mrs Mary-Louise Maynes * drupal *
A thought provoking text which I will use with those on Early Years Teacher Status to allow them to critically e...