About the book
The importance of education and care in the early stages of life has long been debated and documented. However, in a world that faces ongoing crises and challenges, early childhood education is in a constant quest for pedagogies that respond to acute problems such as:
a. Environmental crises which result in food & water shortages
b. The growth of digital environments which can educate and empower as well as exploit and destroy (mobile learning, STEM education, tablets, etc.).
c. Social, racial, class, and gender-based discriminations that restrict the developmental potential and the prosperity perspectives
d. Health hazards and illnesses such as the laters COVID-19 pandemic.
e. Armed conflicts with casualties and displacements of populations seeking refuge
f. Lack of physical spaces that will support and nourish development and learning, etc.
Education in the post-modern era strives to address the above issues and develop policies, curricula, methodologies, and strategies to contribute to an environmentally and socially sustainable future. It embraces multiple perspectives and worldviews and seeks to touch on inequalities and discriminations in favor of equity. In this direction, children’s s agency lies at the heart of democratic approaches. Educational processes adopt forms of interactions that actualize learning as “becoming” and place it in a continuum between past, present, and future. This book intends to feature innovative approaches that employ transformative elements (targets, methods, materials, ideas, etc.) and embrace the concept of child development as “becoming” in an ever-changing and challenging world.
We invite authors to contribute original research or research review papers that present innovative approaches addressing personal and social transformation. All aspects of early childhood education will be considered, including research methodology for the early years.