Over the past 30 years, postmodernism has established a firm foothold in the Arts, Literature, Architecture, and Philosophy. However, in Education, the adoption of the postmodernist paradigm into teaching and learning in educational settings is still in its infancy, especially in early childhood education and care where many argue that the ideas of postmodernism are most needed. Academics and some administrators now acknowledge that the social consequences arising from the Age of Modernity are adversely affecting humanity. A clarion call has been sounded for a radical re-alignment of the curriculum and pedagogy for young children to re-shape their social attitudes and behaviour. This chapter claims that the education of children in their early years needs to be informed and reformed by postmodernist ideas. In a recent publication, it was argued that the focus of early childhood education and care be shifted from a central focus on ‘the self’ to one where children learn to be located in social contexts where the emphasis is on greater critical awareness, social responsibility and social justice. After briefly contextualizing postmodernism, the chapter explores how a critical pedagogy for young children might emerge.

Professor Wilkinson is an Emeritus Professor in the School of Education, University of Glasgow, UK and an Adjunct Professor in the Department of Early Childhood Education in the University of Taipei, Taiwan. His main research, publications and teaching interests are in Early Childhood Education, Educational Theory and Social justice. His recently published work has focused on post-modernism and the education of young children. He is a former President of the Scottish Educational Research Association and has been listed in Who’s Who in the World since 2005. He now teaches graduate students in the University of Taipei.