| Contributors | v |
| Introduction | 1 |
| Part 1 | How do children learn? Early childhood services in a global context | 7 |
| 1 | Towards a global paradigm for research into early childhood | 15 |
| 2 | Two sides of an eagle's feather: University of Victoria partnerships with Canadian First Nations communities | 36 |
| Part 2 | What should children learn? Approaches to the curriculum | 49 |
| 3 | Te Whariki: curriculum voices | 53 |
| 4 | The future of infant education | 74 |
| Part 3 | Where should children learn? Space and segregation | 83 |
| 5 | The Frankfurt kindergartens | 90 |
| Part 4 | Who should help children learn? A natural or unnatural profession | 103 |
| 6 | The parameters of training | 106 |
| 7 | Is working with young children a good job? | 115 |
| Part 5 | Children as participants | 131 |
| 8 | Discipline and normalization in the nursery: the Foucaultian gaze | 134 |
| 9 | What is the use of children's play: preparation or social participation? | 147 |
| 10 | The rights of young children | 158 |
| Part 6 | Research and practice | 171 |
| 11 | Everything is a beginning and everything is dangerous: some reflections on the Reggio Emilia experience | 175 |
| 12 | Research and practice: is there a dialogue? | 184 |
| Index | 200 |
