Children’s access to certain knowledge, often deemed inappropriate for children by adults, has been at the core of many controversies in children’s early education. This is particularly the case in terms of the censorship associated with children’s access to what has been broadly viewed as ‘difficult knowledge’ – bodies of knowledge pertaining to sexuality, death, war, poverty, and violence, for example. In some western countries, the discourse of childhood innocence has been a powerful mediator/regulator of children’s access to knowledge and has influenced how children are viewed as active citizens in their everyday lives (Robinson, 2013). However, it is now more widely accepted that children are competent, knowing beings in and of the world, readily taking up, processing and challenging messages about a raft of uncomfortable and inequitable realities, from global warming, to sexism, to racial intolerance, to class prejudice (Osgood et al., 2016). This view of children and childhood requires that approaches to pedagogy, policy and practice around diversity and difference in early childhood education attend to children as knowers and doers in the world (Osgood, 2012; Osgood and Robinson, 2019; Robinson and Jones Diaz, 2016).

中文翻译：

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通过儿童新闻媒体重新审视幼儿期的多样性和差异

儿童获得某些通常被成人认为不适合儿童的知识，一直是儿童早期教育中许多争议的核心。在与儿童获取被广泛视为“困难知识”相关的审查制度方面尤其如此——例如与性、死亡、战争、贫困和暴力有关的知识体系。在一些西方国家，童年纯真话语一直是儿童获取知识的强大中介/调节器，并影响了儿童在日常生活中被视为积极公民的方式（Robinson，2013）。然而，现在更广泛地接受的是，儿童是有能力的，了解世界上和世界上的存在，很容易接受，处理和挑战关于一系列令人不安和不公平的现实的信息，从全球变暖到性别歧视，到种族不容忍，再到阶级偏见（Osgood 等人，2016 年）。这种儿童和童年的观点要求围绕幼儿教育的多样性和差异的教学法、政策和实践方法将儿童视为世界上的知识分子和行动者（Osgood，2012；Osgood 和 Robinson，2019；Robinson 和 Jones Diaz，2016 ）。