The Deep Early Childhood Education Book Series seeks publications that examine and apply deep research methodologies, theory, praxis and policy for children and professionals working with children in early childhood settings from birth to eight. While a focus on process in an open curriculum would allow deeper learning, outcomes-based education that is narrowly constructed on developmental norms and standards is increasingly implemented in early childhood programs. Children are natural transdisciplinary learners who engage deeply with every aspect of their environment to create coherence from their daily experiences. A standardized approach results in loss of a deeper form of self-knowledge in which children are able to form and follow their own patterns of thinking and a natural learning flow (Danesi, 1998) in order to gain a sense of their own competence as learners. In addition, child care providers and teachers are unable to maintain an authentic connection to children and families due to these increasing demands. Ultimately, the outcomes-based approach reduces, if not eliminates potential for teachers to apply a Deep Education approach (Tochon, 2013) that could better support children’s integration of knowledge. The series seeks to highlight innovative understandings of children’s experiences to inform teaching, learning, and policy in early education programs and classrooms and broader understanding of children’s developmental processes.
Books Series Editors
Connie Lent
Curriculum Designer, Early Childhood Education specialist
University of Wisconsin-Madison
Connie Lent is a Ph.D. dissertator (ABD) in Curriculum and Instruction, Early Childhood Education at the University of Wisconsin-Madison. She completed an M.A. in Human Development, Adult Education, Early Childhood specialization, at Pacific Oaks College, in California. Her thesis applied the perceptual thinking pattern model (Markova & Powell, 1996) to explore children’s thinking and learning processes. Currently, her research questions rigid regulation of childcare providers that hinders their ability to provide deep education experiences and honor children’s natural learning processes. She brings experiential knowledge to her research from work as a preschool teacher, home childcare provider, and instructor of early childhood education courses. Contact: clent(at)wisc.edu
Curriculum Designer, Early Childhood Education specialist
University of Wisconsin-Madison
Connie Lent is a Ph.D. dissertator (ABD) in Curriculum and Instruction, Early Childhood Education at the University of Wisconsin-Madison. She completed an M.A. in Human Development, Adult Education, Early Childhood specialization, at Pacific Oaks College, in California. Her thesis applied the perceptual thinking pattern model (Markova & Powell, 1996) to explore children’s thinking and learning processes. Currently, her research questions rigid regulation of childcare providers that hinders their ability to provide deep education experiences and honor children’s natural learning processes. She brings experiential knowledge to her research from work as a preschool teacher, home childcare provider, and instructor of early childhood education courses. Contact: clent(at)wisc.edu
Kate MacCrimmon
Early Childhood Education specialist
University of Wisconsin-Madison
Owning, directing, and teaching in her bilingual family child care program for eight years led Kate MacCrimmon to investigate why we do what we do in family child care, and relatedly, in the field of early childhood education. As a doctoral student in the Department of Curriculum & Instruction at the University of Wisconsin, Madison, her perspective and knowledge has broadened, and has created the desire to strive for more transformative and sustainable experiences for providers, children, and families. Currently, Kate coordinates the children’s program at the Society of Friends (Quakers) in Madison. Her research interests include international early childhood education, family child care identity and pedagogy, professional development, qualitative and comparative research, Deep Education, Applied Semiotics, child rearing practices, parenting, equity issues, and educational policy studies. Contact: maccrimmon(at)wisc.edu
Early Childhood Education specialist
University of Wisconsin-Madison
Owning, directing, and teaching in her bilingual family child care program for eight years led Kate MacCrimmon to investigate why we do what we do in family child care, and relatedly, in the field of early childhood education. As a doctoral student in the Department of Curriculum & Instruction at the University of Wisconsin, Madison, her perspective and knowledge has broadened, and has created the desire to strive for more transformative and sustainable experiences for providers, children, and families. Currently, Kate coordinates the children’s program at the Society of Friends (Quakers) in Madison. Her research interests include international early childhood education, family child care identity and pedagogy, professional development, qualitative and comparative research, Deep Education, Applied Semiotics, child rearing practices, parenting, equity issues, and educational policy studies. Contact: maccrimmon(at)wisc.edu
Editorial Board
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Dr. Marianne (Mimi) Bloch is has been a Professor in the Department of Curriculum and Instruction and the Department of Gender and Women’s Studies at the University of Wisconsin-Madison for 30 years. Prior to that, she did postdoctoral research in West Africa on women’s work and child care, and taught at several other universities with her focus on cross- cultural and cross-national child care and early education policy. She is one of the founding members of the Reconceptualizing Early Childhood Education (RECE) conference and founding member of the International Reconceptualizing Early Childhood Education group. Her research has focused on gender and child care policy, children’s play, cultural histories of American early education/child care, and critical cultural studies of how “science” and evidence frame or govern children, teachers, and families. Her recent publications include, Bloch, Holmlund, Moqvist, and Popkewitz (Eds.), Governing children, families, and education: Restructuring the welfare state (2003), and Bloch, Kennedy, Lightfoot, and Weyenberg, The child in the world/The world in the child. She is currently studying standards and teacher perspectives in a five State case study within the USA related to new publicly funded early childhood programs, and is co-editor with Gaile Cannella of the new on-line open access International Journal of Critical Childhood Studies. She also co-edits, with Gaile Cannella and Beth Blue Swadener, a book series, Critical Cultural Studies of Childhood published by Palgrave Press. She published Reconceptualizing Early Childhood Care and Education, a foundational text that presents contemporary theories and debates about early education and child care in many nations, and around which a vast network of researchers reoriented the discussion on critical cultural studies of childhood, critical curriculum studies and critical theories.
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Dr. Jayne Osgood is Professor of Education, she joined the Centre for Education Research & Scholarship at Middlesex University in June 2015. Her present research methodologies and research practices are principally framed by new material feminism and posthumanism. She is developing transdisciplinary theoretical approaches that maintain a concern with issues of social justice, and which critically engage with policy, curricular frameworks and pedagogical approaches. Through her work she seeks to reconfigure understandings of the workforce, families and the child and childhood in early years contexts. Her research interests include: Gender and Early Childhood, Qualitative, Ethnographic and New Materialist methodologies Feminist Theories Education Policy, Curriculum and Pedagogies 'Professionalism' and 'Quality' in Early Childhood Childhood, family, community. She has published extensively around these issues (link to: https://mdx.academia.edu/JayneOsgood). Since 2011 Jayne has been Visiting Professor at University Western Sydney, Australia working closely with scholars there to identify collaborative research and publication opportunities. She was a founding member of Early Childhood Action (www.earlychildhoodaction.com) an interdisciplinary movement offering an alternative approach to early childhood education policy and curriculum. She is co-editor (with Dr. Ann Merete Otterstad, University College Oslo, Norway) of the Reconceptualising Educational Research Methodology journal. Further editorial work includes board membership to the following journals: Gender & Education Women's Studies International Forum Contemporary Issues in Early Childhood, British Educational Research Journal. In addition to editorial work, Jayne acts as an academic referee for a wide range of academic journals and is active in various networks and forums, for example Reconceptualising Early Childhood Education, PhE Materialisms, Methodologies in Early Years Educational Research funded by Norwegian Research Council.
Dr. Nancy Stockall is currently an Associate Professor and Special Education Program Coordinator at Sam Houston State University in Texas. She earned her doctoral degree at Kent State University in Kent, Ohio. Before earning her degree she worked for 19 years in an inner city public school district as a special education teacher and administrator.
Dr. Stockall conducts research in the areas of Early Childhood Special Education and Semiotics. She earned the Lucille Speakman Award for her exceptional teaching and service and the American Educational Research Association Early Education for Children with Disabilities Dissertation Award. Her research on inclusion has been published nationally and internationally continuing to give voice to the efficacy and social responsibilities of educating all children in general education classrooms. She has authored over 100 publications and presentations. Dr. Stockall attributes her accomplishments in the field of education to the children and families that she has worked with over the years; “People with disabilities have given meaning to my life and taught me what it means to be a true teacher.” Borrowing from William Arthur Ward she says, “A true teacher knows your weaknesses but shows you your strengths; feels your fears but fortifies your faith; sees your anxieties but frees your spirit; recognizes your disabilities but emphasizes your possibilities.”
Dr. Stockall conducts research in the areas of Early Childhood Special Education and Semiotics. She earned the Lucille Speakman Award for her exceptional teaching and service and the American Educational Research Association Early Education for Children with Disabilities Dissertation Award. Her research on inclusion has been published nationally and internationally continuing to give voice to the efficacy and social responsibilities of educating all children in general education classrooms. She has authored over 100 publications and presentations. Dr. Stockall attributes her accomplishments in the field of education to the children and families that she has worked with over the years; “People with disabilities have given meaning to my life and taught me what it means to be a true teacher.” Borrowing from William Arthur Ward she says, “A true teacher knows your weaknesses but shows you your strengths; feels your fears but fortifies your faith; sees your anxieties but frees your spirit; recognizes your disabilities but emphasizes your possibilities.”
Dr. Paul Durning, ex-Head of the Doctoral School, first Director of the French National Observatory (ONED), First vice president of EUSARF. University of Paris X Nanterre, Paris, France.
Dr. Durning is one of the top experts in early childhood education and parent education in France. He is a prolific writer and field researcher. He is the reference for multiple Centers on how to best proceed to support abused children, complement the education given in the family, and deal with social issues such as immigration, violence and depression that may impact early childhood.
Among his numerous books:
1986 - Education et suppléance familiale en internat. Paris : CTNERHI.
1995 - Education familiale ; acteurs, processus et enjeux. Paris : France University Press (PUF).
2000 - Relations entre enfants (with R.E. Tremblay). Paris: Fleurus.
2006 - Education familiale, acteur, processus et enjeux. Paris: L'Harmattan.
2010 - Enfance maltraitée et éducation familiale.
Dr. Durning is one of the top experts in early childhood education and parent education in France. He is a prolific writer and field researcher. He is the reference for multiple Centers on how to best proceed to support abused children, complement the education given in the family, and deal with social issues such as immigration, violence and depression that may impact early childhood.
Among his numerous books:
1986 - Education et suppléance familiale en internat. Paris : CTNERHI.
1995 - Education familiale ; acteurs, processus et enjeux. Paris : France University Press (PUF).
2000 - Relations entre enfants (with R.E. Tremblay). Paris: Fleurus.
2006 - Education familiale, acteur, processus et enjeux. Paris: L'Harmattan.
2010 - Enfance maltraitée et éducation familiale.
Dr. Jianfang XIAO
Vice-Dean, School of English and Education
Guangdong University of Foreign Studies, Canton, China
Jianfang Xiao is a Associate Professor at Guangdong University of Foreign Studies where she has worked as a vice dean of the School for 4 years. She works on bilingual instruction, early childhood and EFL Teacher Development in China, looking for creative ways to enhance the knowledge and understanding of languages and cultures. She is currently published in Chinese and English. She has a Ph.D. and published 45 papers and 10 books and textbooks. Among her books are: “The Contemporary International Bilingual Education Models” at Guangdong People’s Press in 2011 and “Research on College English Teaching in a Cultural Perspective” at China Modern Economy Press in 2014. The former one received the Award of Best Works in Guangdong Provincial Social Sciences in 2013.
Vice-Dean, School of English and Education
Guangdong University of Foreign Studies, Canton, China
Jianfang Xiao is a Associate Professor at Guangdong University of Foreign Studies where she has worked as a vice dean of the School for 4 years. She works on bilingual instruction, early childhood and EFL Teacher Development in China, looking for creative ways to enhance the knowledge and understanding of languages and cultures. She is currently published in Chinese and English. She has a Ph.D. and published 45 papers and 10 books and textbooks. Among her books are: “The Contemporary International Bilingual Education Models” at Guangdong People’s Press in 2011 and “Research on College English Teaching in a Cultural Perspective” at China Modern Economy Press in 2014. The former one received the Award of Best Works in Guangdong Provincial Social Sciences in 2013.
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REFERENCES
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