It Doesn’t Matter Where You Start – But Where You Start Matters

Part of the interest in early childhood also stems from a recognition and acknowledgement of children's rights (see e.g., Covell & Howe, 2001; UNCRC, 1991), the problematization of developmental approaches to learning (see e.g., Burman, 1994; Katz, 1996), and the seeking of alternative views of the child. In addition to these pedagogical stances, others view early childhood education through a political lens and understand it as an opportunity to promote not only deep learning but more robust understandings of diversity, democracy and to contribute to the development of active responsible citizens (Canella, 1997; MacNaughton, 2003; Moss, 2010).