(Re)framing Early Childhood Education: A Critical Reflection Through Macrocosmic and Inclusive Lenses

Abstract

This conceptual study explores the implications of multiculturalism on the practice and pedagogy of early childhood education and care (ECEC). Adopting an inclusion lens, it seeks to understand ways in which different ideas about ECEC have been developed and codified. In a global context, with competing and evolving values and imperatives, it can be difficult to establish and maintain consistent principles on the care and education of young children. In Australia, a multicultural country, with large numbers of recent immigrants entering the early childhood workforce, these differing views of the child can present challenges with parents, colleagues and the children themselves. This article unpacks some of the contemporary perspectives in Australia, focusing on intercultural collaborations. We share case studies from our own work in teacher education to show how differing perspectives can be shared and celebrated. We introduce multidisciplinary, multi-contextual perspectives on the future of ECEC and aim to bring curiosity and openness to diverse insights on what ECEC is and can be.