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Rethinking Readiness in Early Childhood Education

Implications for Policy and Practice

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  • © 2015

Overview

Editors:
  1. Jeanne Marie Iorio
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  2. Will Parnell
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Part of the book series: Critical Cultural Studies of Childhood (CCSC)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-xviii
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  2. A Cultural History of “Readiness” in Early Childhood Care and Education: Are There Still Culturally Relevant, Ethical, and Imaginative Spaces for Learning Open for Young Children and Their Families?

    • Marianne N. Bloch, Koeun Kim
    Pages 1-18

  3. Ready for School? Lessons from a Sociohistorical Investigation into Mechanisms of Preparation and Classification of Children for Primary School from 1911 to 1979

    • Joanne Lehrer, Robert Bastien
    Pages 19-32

  4. Something Isn’t Right: Deconstructing Readiness with Parents, Teachers, and Children

    • Lacey Peters, Karen Ortiz, Beth Blue Swadener
    Pages 33-47

  5. The Early Development Instrument: A Bioecological View of School Readiness

    • Lynn E. Cohen, Dana E. Friedman
    Pages 49-64

  6. “Daddy, Look At the Video I Made on My iPad!”: Reconceptualizing “Readiness” in the Digital Age

    • Linda Laidlaw, Joanne O’Mara, Suzanna Wong
    Pages 65-76

  7. Cracking the Walls of the Education Matrix: Are you Ready to Educate Culturally and Linguistically Diverse Students?

    • Tonia R. Durden
    Pages 77-91

  8. “Are You My Dawg?”: Socially and Politically Marginalized Children Desiring to Be Seen and Valued by Their Teachers

    • Sheri Leafgren
    Pages 93-107

  9. Rethinking the Discourse of Readiness in Preschool

    • Lorraine Falchi, Jennifer Weiss Friedman
    Pages 109-121

  10. Transition to School: Times of Opportunity, Expectation, Aspiration, and Entitlement

    • Sue Dockett, Bob Perry
    Pages 123-139

  11. “Who They Are and What They Have to Say Matters …”: How an Emergent Preschool Experience Shapes Children’s Navigation of Kindergarten

    • Susan L. Recchia, Dana Frantz Bentley
    Pages 141-164

  12. Puffins, Butterflies, and Clouds in the Preschool: The Importance of Wonder

    • Heather J. Pinedo-Burns
    Pages 165-178

  13. Juan, Melina, and Friends: Guides for Reconceptualizing Readiness

    • Elizabeth P. Quintero
    Pages 179-189

  14. Inserting Postmodern Epistemological Perspectives into Discourse on Readiness: Privileging Assets, Capacity Building, and Diversity to Increase Equity

    • Julie Nicholson, Michelle Grant-Groves, Anne Bauer, Ristyn Woolley
    Pages 191-208

  15. Reimagining Possible Worlds for Young Children

    • Will Parnell, Jeanne Marie Iorio
    Pages 209-215

  16. Back Matter

    Pages 217-232
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Keywords

About this book

This book challenges traditional conceptions of readiness in early childhood education by sharing concrete examples of practice, policy and histories that rethink readiness. This book seeks to reimagine possible new educational worlds for young children.

Reviews

“Rethinking Readiness in Early Childhood Education offers readers the chance to reflect on traditional notions of what it means to be prepared for kindergarten. In doing so, it compels its audience to reassess the aims of early learning experiences as well as the extent to which diverse learners and their needs are valued and addressed.” (Rebecca Blazar Lebowitz, Harvard Educational Review, Vol. 86 (3), 2016)

"In assembling a dazzling array of international authors engaged in rethinking readiness in early childhood education, Iorio and Parnell stimulate readers to re-imagine readiness that includes all its complexities, ambiguities, and paradoxical nature. The chapters encourage critical review of long-held assumptions and encourage new ways of reconceptualizing from a strong theoretical base. Viewing readiness from the perspectives of teachers, children, and parents, each chapter gives us new insight into this important educational policy issue." - Nicola Yelland, Professor and Director of Research in the College of Education, Victoria University, Australia

"The rhetoric and so-called 'reforms' of education for our youngest children are deeply problematic, but insidiously so when the goals, narrowly defined as what makes children 'ready' for school, are based in deficit-laden concepts of childhood and learners. Such are the revelations by Iorio, Parnell, and colleagues in Rethinking Readiness in Early Childhood Education with its collection of original analyses that not only reframe how we ought to think about teaching children, but also showcase innovative approaches to doing so. Anyone concerned about early childhood education, and about young children in general, should read and discuss this important new book." - Kevin Kumashiro, author of Bad Teacher!: How Blaming Teachers Distorts the Bigger Picture (2012)

About the authors

William Ayers, University of Illinois at Chicago, USA Robert Bastien, Public Health Agency, Canada Anne Bauer, Aquatic Park School, USA Dana Frantz Bentley, Buckingham Browne and Nichols School, USA Marianne Bloch, University of Wisconsin-Madison, USA Lynn Cohen, USA Sue Dockett, Charles Sturt University, Australia Tonia Durden, University of Nebraska-Lincoln, USA Lorraine Falchi, La Escuelita, USA Dana E. Friedman, USA Jennifer Weiss Friedman, La Escuelita, USA Michelle Grant-Groves, USA Koeun Kim, Northwest Missouri State University, USA Linda Laidlaw, University of Alberta, Canada. Sheri Leafgren, Miami University, USA Joanne Lehrer, Université du Québec à Montréal, Canada Julie Nicholson, Mills College, USA Joanne O'Mara, Deakin University, Australia Karen Ortiz, Helios Education Foundation, USA Bob Perry, Charles Sturt University, Australia Lacey Peters, Hunter College, City University of New York, USA Susan L. Recchia, Columbia University, USA Heather J. Pinedo-Burns, Columbia University, USA Elizabeth Quintero, California State University, Channel Islands, USA Beth Blue Swadener, Arizona State University, USA Ristyn Woolley, USA Suzanna So-Har Wong, University of Alberta, Canada

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