ABSTRACT

The field of early childhood education is propelled by guiding principles stemming from philosophical and child development research positions. While the guiding principles of high-quality early childhood education are influenced by universal and local perspectives, it is critical that early childhood curricula and pedagogy are firmly evidence-based. The necessity of an evidence-base does not serve to reduce or eliminate the influence of the pioneering philosophers in early childhood education, whose legacy should not be relegated to history. Through this paper we aim to demonstrate a reconcilable schism rather than an irreconcilable severance between philosophical and child development research-based positions in early childhood education. For the purposes of this paper, attachment, bioecological, sociocultural and self-regulation research, together with a selection of seminal early childhood education philosophers, are selected to demonstrate the potential of theoretical intersectionality in the era of the early childhood teacher-as-researcher.

摘要

源自哲学和儿童发展研究职位的指导原则推动了幼儿教育领域。虽然高质量幼儿教育的指导原则受到普遍和地方观点的影响，但幼儿课程和教学法必须以证据为基础，这一点至关重要。证据基础的必要性并不能减少或消除早期儿童教育先驱哲学家的影响，他们的遗产不应归入历史。通过本文，我们旨在证明幼儿教育中哲学立场与儿童发展研究立场之间存在可调和的分裂，而不是不可调和的分裂。就本文而言，依恋、生物生态、社会文化和自我调节研究，