Addressing Complexities in Early Childhood Education and Care: The Relationships among Paradigms, Policies, and Children’s Rights to Participate by Darya (Dasha) Shalima A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Applied Psychology and Human Development Ontario Institute for Studies in Education University of Toronto © Copyright by Darya (Dasha) Shalima 2017 ADDRESSING COMPLEXITIES in EARLY CHILDHOOD EDUCATION AND CARE: THE RELATIONSHIPS AMONG PARADIGMS, POLICIES, AND CHILDREN’S RIGHTS TO PARTICIPATE Doctor of Philosophy Darya (Dasha) Shalima Department of Applied Psychology and Human Development University of Toronto 2017 Abstract This dissertation contributes to the field of Early Childhood Education and Care studies by providing the in-depth theoretical, document, and empirical analyses. The three types of analysis aim to build a case for the practical utilization of the critical paradigm. The critical paradigm is understood as a driving force for early childhood pedagogy which empowers educators, policy- makers, and academic scholars to apply a practical change in the field while acknowledging and sustaining the young children’s right to actively participate in matters related to their education and well-being. In this venue, the thesis provides (i) a thorough and productive analysis of the paradigmatic discussions presently available in the field of early childhood education; (ii) an argument for the practical application of the critical paradigm; (iii) an application of the paradigmatic debates to early childhood curricular and policy documents; (iv) and an empirical evidence from the field which has not been documented before and which gives insights to changes needed in policy directions and the preparation of pre-service early childhood educators. ii A cknowledgements This dissertation is the culmination of seven years of research conducted in the field of early childhood studies. It has been a long and meaningful journey that could not have been accomplished alone. First and foremost, I would like to acknowledge the endless support and encouragement offered by my supervisor, Dr. John P. Portelli. John has been a constant source of inspiration, knowledge, and insight. He has helped me to bridge the area of early childhood studies with philosophy in education and provided me with the insights to how critical pedagogy can benefit the field of early childhood education and care. His personal and professional dedications to democratic principles in education have strengthen my philosophical beliefs and encouraged me to speak openly and explicitly about the role of critical pedagogy in early childhood education. His vast of knowledge in philosophy, policy, education, and leadership has inspired me to become an advocate for educators and children’s rights. I have always appreciated your openness and your sense of humour that have brighten up my days during the most challenging times. Words seems insufficient to convey my wholehearted gratitude and to explain what role you have played in my academic life. I have a profound admiration and respect to you and your work. I would also like to thank you my committee members, Rachel Langford and Suzanne Stewart, for their interest in my research. Their thoughtful, reflective, and highly professional recommendations have helped to shape my thesis. Special thank you to Njoki Wane for her time, interest in my research, and helpful comments. To my external examiner, Veronica Pacini- Ketchabaw – her dedication to ECEC history and philosophy has provoked prolific discussions. I gratefully acknowledge my MEd supervisor, Clar Doyle from Memorial University of Newfoundland, who has introduced me to critical pedagogy and supported my academic and professional journey throughout the years. I would like to thank you my Sheridan colleagues. Your dedication to the field of early childhood education along with your strong beliefs in our students and in a better future for our profession have always ignited my research and professional interests. Thank you for listening to iii my endless rants on early childhood educational issues and my philosophical endavours. I value your collegiality, friendship and kindred spirits! My special thank you to Nathalie DiFrancesco and Anna Baas-Anderson who have always been by my side as a colleague and friend. They encouraged and supported my decision to become a PhD student. In the past seven years they have seen me through many important milestones. Thank you, ladies, for your cheer up words and your strong belief in my professional abilities. Many thanks to Cathy Couldthard for being my OISE buddy, carpool companion, and an enduring listener. I would like to extend my thank you to Arianna Lazzari from Bologna, Italy. Your inspirational stories about Reggio Emilia, the history of Emilia Romagna region have left long and lasting impressions on me. Your stories along with your love to your region’s history and traditions will always stay with me! They will remain with me as an example of courage, social movement, and demonstrated passion for children and childhood! Thank you! Merci! Grazie! iv Dedication I would like to dedicate this dissertation to my family and friends without whom I would never be able to complete this academic journey. My son, Anthony, is my inspirational little philosopher, artist, and friend! Throughout all these seven years you have been and still you are my inspiration, my source of learning, and my little companion. Our long walks and conversations always ignite me! Your offer to give me an ECE book for Christmas touched my heart! You have strengthen my beliefs in children’s potential and made me think about children seriously. I feel blessed to have you in my life! I would like to say thank you to my husband, my friend, and the love of my life, Aleksey. Your belief in my potential and my ability to overcome challenges pushed me beyond what I thought I am capable of. Your friendly advice is worth a million! I would like to say many thanks to my mother, Nina. She has always been a good example and a role model for me. Not only was she a caring mother, she was an excellent example of persistence and hard work. Her belief in the value of education has helped me to enter the field. I would like to say many thanks and express my gratitude to Brenda, Mike, and Ian Newton. You helped me to settle in in Canada and to start my journey. You have always provided me with support and love that helped me to move forward. You can always find words that empower me and strengthen my beliefs in myself. Your sense of humour and your funny jokes always fill our conversations with laughter and joy! My close friends and those who are far away, I can hardly find words to describe how you enriched my life experiences. When I needed either a careful listener or a life outside of my academics, you were always there for me. Thank you! Merci! Bялікі Дзякуй! Большое Спасибо! v Table of Contents Acknowledgements ...................................................................................................................... iii Table of Contents ......................................................................................................................... vi Acronyms ....................................................................................................................................... x INTRODUCTION CHAPTER .................................................................................................... 1 Multiple-Paper Format ............................................................................................................. 1 Contextual Background ............................................................................................................ 4 Identification of Specific Issues .............................................................................................. 11 Research Questions ................................................................................................................. 13 Conceptual Framework .......................................................................................................... 14 Theoretical Framework .......................................................................................................... 15 The Child as a Social Actor and Young Children’s Participation: What does the Critical Paradigm have to offer? ......................................................................................................... 17 Significance .............................................................................................................................. 20 ARTICLE 1 – Paradigmatic Discourses: Reconceptualizing the Role of the Critical Paradigm & Revisiting the Image of the Child as a Social Agent .......................................... 23 Abstract .................................................................................................................................... 23 Introduction ............................................................................................................................. 24 Pedagogical Terminologies that Impact the Practice of Early Childhood Education ...... 27 Image of the Child as a Social Agent ..................................................................................... 28 Young Children’s Participation ............................................................................................. 29 Paradigms, Curricula,