Part One considers notions of Care, Education and Intervention in early childhood settings across some European countries. The underlying focus around each of the five chapters within this section is the diversity and richness within early childhood systems and structures across Europe. In Chapter Two, the looks at the similarities and differences between early childhood systems of education across the Northern, Southern, Eastern and Western parts of Europe, are discussed with a focus on current issues within specific countries in these areas. The chapter made an interesting read because it highlights themes that are now not only pertinent to Europe, but have become global issues. Goals and aspirations for early childhood programs are seen as similar, in spite of the differences between each country’s policies governing the sector. The chapter also explores relevant issues around staffing, in relation to prerequisite qualifications necessary to teach in the sector, the presence of males in the workforce and professional development.

Another chapter that was particularly note-worthy is Kaga’s discourse on the relationship between early childhood and primary schools (Chapter Three). The author looks at three models of relationship between the two sectors, arguing that healthy and positive relationships serve the interests of the young child. The models she refers to highlight, school readiness, ready school and a strong and equal partnerships. The author advocates the importance of the third model, wherein both sectors work harmoniously together to: (a) recognise and acknowledge ECE as vital to education; (b) facilitate effective transitions from early childhood to primary school, not just for the children’s well-being, and also to support administration, policies and curriculum across the sectors; and (c) a “unified approach to learning” (p. 39), acknowledging that key dispositions and attitudes to learning are nurtured in the early years. She concludes with some practical ideas that could help facilitate the transition and make it more viable for all stake-holders in the early childhood sector.

Doulcet- Dahlgren (2014) highlight the French model of early childhood education services, which upholds the idea of nurturing a strong community between parents and early childhood professionals to support parents and children. Another chapter examines the commitment of the Italian municipal centres called nido in advocating a holistic curriculum that incorporates socio- cultural experiences for children under the age of three. The authors reaffirm that learning does not occur in isolation, but through a shared experience and shared ‘meanings’ set out for infants and toddlers in the centres.

Part Two of the book is titled ‘Children’s Spaces’ and explores international perspectives on practices within early childhood settings. The themes running through these five chapters within this section carry important messages in relation to the role of the early childhood professional in nurturing children’s sense of space and place, well-being, belonging and agency. Kernana and Loyzaga (2014) highlight early childhood education centres sometimes doubling up as havens for children, especially for those children that are vulnerable due to socio-political and economic factors. In an interesting piece of research, the authors seek to understand concepts such as belonging and self-identity among indigenous migrant children living in urban Mexico. In particular, they showcase the extraordinary efforts of one specific non-governmental organisation that works to support young children in building a positive identity and sense of belonging by drawing on their family histories and indigenous culture into daily activities and experiences. Cohen and Ronning (2014) examine the relevance of “local economic activities and the unique history, culture, and tradition” (p. 112) in informing pedagogical practices situated within the early childhood curriculum. Drawing on examples from Norway and Scotland, the authors argue that place- based learning offers children rich opportunities to develop holistically, to construct their own learning and to inform their sense of identity and belonging. I particularly enjoyed reading Hancock, Cameron and Talay-Ongan’s work on the importance of play in promoting agency and, thus, a sense of well-being among young children. Drawing from videos highlighting family life across Peru, Turkey, the USA and the UK, the authors aimed to understand how agency is promoted not just through play, but also through positive experiences provided by the parents to build on children’s interests. The authors urge early childhood professionals to draw from the messages gained through the research to guide their interactions with children, thus empowering them to be independent and confident learners.

The book is enjoyable to read and provides interesting insights into early childhood. Each chapter concludes with a summary of the chapter and prompts to enable the reader to reflect on the topic in their own contexts. I also liked each chapter having a list of recommended readings, categorised to suit students across all levels of study. The language used through the book was simple but profound and would appeal to students and early childhood practitioners. The diversity of examples and experiences that the book offers to the reader is enriching and provides opportunities for further reflection and research.

References

• Miller, L., & Cameron, C. (Eds.). (2014). International perspectives in the early years. London, UK: Sage Publications Ltd.