INTRODUCTION

Hedegaard (2009) suggests that societies value particular forms of knowledge and theories of thinking, and that these knowledges are usually represented through documents such as curriculum, assessment tools and licensing policies, through resource designs such as traditional preschool buildings and equipment, and through pedagogical beliefs and practices such as teacher philosophy, and theories of learning and development. As was shown in previous chapters, these documents, resources and practices make visible those concepts or conceptual systems that are promoted in schools and early childhood settings in particular societies. Some knowledge systems are being actively promoted by governments (see chapter 1); as a profession we need to analyse what these knowledge traditions offer for young children. Some knowledge systems have not been a part of early childhood education, so they require analysis in relation to the play-based programs that characterise the field.

Specifically, empirical knowledge, narrative knowledge and theoretical knowledge (and thinking) are under review in this and the next chapter. These knowledges are societally developed collective knowledge systems that are valued within Western science traditions. There are other knowledge systems, such as the arts, religion and spirituality (e.g., indigenous views of country) that societies or communities value and support.