This forward-thinking text challenges educators to think about and question the purpose of education and explores international understandings of the role played by early years professionals in promoting participatory, ethical and reflexive practice which benefits children as independent decision-makers.
By exploring the different perspectives, concepts and practices adopted in early childhood settings in Denmark, Finland, Aotearoa, New Zealand and Sweden, Empowering Early Childhood Educators demonstrates the potential of participatory and democratic approaches in day-to-day practice. Illustrating how pedagogical approaches such as Te Whariki, Reggio Emilia and the Montessori method may be understood and interpreted to maximise children''s engagement in their socio-cultural context, chapters empower educators to question their professional experience, knowledge and initiative to find a balance between directives and ethical practice. A rich combination of case st
