Scholarlink

Postdevelopmental theoretical framings have aided early childhood care and education advocates to rethink, rework, reconceptualise and disrupt longstanding theoretical debates around divisive ideologies in ECS, such as binary factors that influence a child’s development (Malone, 2020: 30). Postdevelopmental theories problematise such divisive binary thinking (emerging from humanist, positivist, psychological child developmental theories) and encourage scholars, researchers, early childhood practitioners, pedagogues and so on, to reconsider the usefulness of such binary ways of thinking.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Resisting Historical Norms and Repetitions of Early Childhood and Early Childhood Research

  • 章节

  • 发表日期：

    2025年

查看全文
  • Lindsay Michelle Schofield

摘要

Postdevelopmental theoretical framings have aided early childhood care and education advocates to rethink, rework, reconceptualise and disrupt longstanding theoretical debates around divisive ideologies in ECS, such as binary factors that influence a child’s development (Malone, 2020: 30). Postdevelopmental theories problematise such divisive binary thinking (emerging from humanist, positivist, psychological child developmental theories) and encourage scholars, researchers, early childhood practitioners, pedagogues and so on, to reconsider the usefulness of such binary ways of thinking.