The book entitled
When I was requested to write a review of this book, I was fascinated by the refreshing and simple way of explaining the 10 KPS for ECCE. The authors call these their principles, giving each principle a proposition. The policy on minimum requirements for programmes leading to qualifications for early childhood development teachers (MRQECDE) (DHET
The book provides online resources such as a companion guide and a website, essential for any training organisation today, as coronavirus disease 2019 (COVID-19) has dictated a new way of delivering university education via technology. The authors understand how teacher educators need to present theory in order to encourage critical thinking and to develop student teachers’ ability to evaluate their theories, ideologies and curriculum. Teacher educators in further education and training (FET) colleges, non-governmental organisations and higher educational institutions will welcome this book as it provokes the students (preservice teachers) to develop the basic competences for professionally qualified ECCE educators (DHET
The authors present a new approach to sharing and understanding theoretical perspectives, not as foundational principles for educational practice but as points to be discussed or maintained in an argument (propositions). The illustrations by Ugandan Andrew Jackson Obol are evocative and appropriate, as he uses his own childhood experiences to provide much-needed diversity for understanding the richness of majority world childhoods. These illustrations set up the scenarios for discussion of the 10 propositions by the authors. This process allows students to use the illustrations as points of departure for discussion in the lecture room or for assignments on selected illustrations. Both lecturers and students will find the conversational tone of the book appealing and exciting in their lectures.
The multilayered approach that the book presents itself leads students to critically reflect on each proposition in relation to their personal educational experiences and beliefs. Firstly, the text in each chapter presents different, sometimes contrasting, theoretical views on the propositions, offering the students opportunities to engage in the discussion. Secondly, some of the key concepts defined by the theories are brought to life by the teacher characters, who share their life experiences vividly in the pictures. Thirdly, the companion guide provides ‘how to’ ideas related to the practical implications of each proposition.
Chapter 1 focuses on childhood and society and proposes that the way that childhood is presented plays a role in the way that childhood is
In Chapter 2, ‘Children are citizens’, the proposition ‘[
Chapter 3 emphasises the importance of children, communities and cultures, relating to the proposition ‘[
The focus in Chapter 4 is on experience, learning and development. The proposition ‘[
Chapter 5, ‘Partners in learning’, highlights the proposition ‘[
Chapter 6, ‘Meaning making and representing knowledge’, describes how children make meaning and represent knowledge in a variety of ways. Children and adults use imagery, art, music, drama and other forms of communicating meaning. The role of language as one of the symbolic tools through which humans make meaning and construct knowledge is discussed, as well as that of art and art making as significant ways of knowing, problem-solving and creating that allow for construction and multiple meanings.
Chapter 7, ‘Childhoods and play’, reflects play as an integral part of childhood. The MRQECDE (DHET
Chapter 8, ‘Children, difference and diversity’, explores the complex issues of diversity and the ideologies of difference, as relates to multiculturalism, inclusion and the right to be different, through different theories. Challenging the notion of difference as a deficiency, this chapter advances the view that if society is to be enriched by diverse perspectives, experiences, ideas, knowledges and ways of being, education must actively confront racism and discrimination against children in the minority at both the institutional and individualised levels. Intercultural knowledge is affirmed by children’s multiple identities and funds of knowledge. The authors propose that children have abilities, strengths and needs as well as the right to be different.
In Chapter 9, ‘Teachers are researchers’, we see why teachers should possess basic leadership, management and administrative skills. The chapter proposes that early childhood teachers are (also) researchers and should be able to be thinking teachers. Pedagogical documentation as a tool for creating reflective and democratic pedagogical practice is explained through three key questions: How can pedagogical documentation be a learning process? How do teachers learn to document, and what does pedagogical documentation look like in classrooms? How does pedagogical documentation challenge the dominant discourse?
Chapter 10, ‘Children are collaborators of research’, proposes that children are active collaborators in and users of assessment. The KPS called ‘[
This book is highly recommended for teachers, both novice and experienced. Bloomsbury Publishing has offered to reduce the price of the book for South African students, should lecturers prescribe this book for the programme. It would be disappointing if universities offering the degree or diploma in ECCE do not choose to use this as a prescribed text in the delivery of their programmes. It is a fantastic way to engage preservice students, as the scripted scenarios based on real-life situations would better prepare students for their critically reflective role as prospective teachers and for work integrated learning experiences. This is what we have been calling for in ECCE. Departments of education should also consider buying copies to enhance the understanding of district officials working in this field.