What is Postmodernism in Early Childhood Education?
When we think about early childhood education, it’s easy to fall back on routines, developmental checklists, and long-standing teaching methods. But what if there’s another way? Postmodernism challenges us to think differently—questioning what we’ve always done and why. It invites us to reconsider the systems, assumptions, and practices shaping how we teach and how children learn.
Postmodernism isn’t about throwing traditional ways out the window. Instead, it offers a framework for embracing diversity, multiple viewpoints, and the uniqueness of every child’s experience. As Arthur et al. (2024) explain, postmodernism pushes us to step away from “universal truths” and instead explore the rich, complex journeys of individual children. This philosophy invites us to see early childhood education not as a rigid system but as a space for creativity, connection, and context-driven learning.
At its core, postmodernism rejects the idea of singular, objective truths. It encourages us to question grand narratives—those broad, overarching stories that have long defined the field, such as developmental milestones or fixed pedagogical methods. Instead, postmodernism embraces diversity, ambiguity, and the subjectivity of experiences.
In early childhood education, this means shifting away from rigid standards that apply to all children universally. Postmodernism sees each child as a unique individual influenced by their cultural, social, and familial contexts. It challenges the notion of a “one-size-fits-all” curriculum and urges educators to reflect on their biases, assumptions, and power dynamics within the classroom.
Three books I recommend to read on postmodernism in early childhood education
Shaping Early Childhood: Learners, Curriculum and Contexts
This book introduces students and practitioners to various approaches in early childhood education, providing strategies for developing and implementing learning experiences that promote excellence and equity for children.
Teaching Young Children: Choices In Theory And Practice
This text presents a broad range of teaching techniques to support children’s learning, examining methods from simple techniques like describing and listening to more complex ones such as deconstruction and scaffolding.
Parents and Professionals in Early Childhood Settings
Co-authored with Patrick Hughes, this book addresses complex and sometimes controversial issues that emerge from the care and education of young children, focusing on the relationships between parents and professionals.
Three researchers in postmodernism (early childhood education)
Gunilla Dahlberg
A Swedish educationalist, Dahlberg challenges traditional quality measures in early childhood settings. She views children as competent co-constructors of knowledge and emphasizes the importance of pedagogical documentation as a reflective tool.
Shirley R. Steinberg
An American educator and theorist, Steinberg’s work focuses on critical multiculturalism and media literacy within education. She examines how corporate culture influences childhood and advocates for critical pedagogy to empower students.
Jennifer Sumsion
An Australian scholar, Sumsion explores how postmodern perspectives can be applied in early childhood teacher education. She emphasizes reflexivity, hope, and transformative change in preparing educators for complex pedagogical contexts.
Postmodernism Key concepts
Postmodernism in Practice
So, how does postmodernism translate into early childhood education and care? The book (you know it is my favourite textbook) Programming and Planning in Early Childhood Settings talks about some key practices and philosophies that align with postmodernist thinking:
- Respecting Diversity and Multiple Perspectives
A postmodern approach celebrates the diversity of children’s backgrounds, family structures, and identities. It encourages educators to view cultural and social differences as assets rather than challenges. In practice, this might involve incorporating stories, materials, and experiences from varied cultures and valuing the voices of children, families, and communities equally. - Critical Reflection
Postmodernism talks about the importance of reflection, both as individuals and within teams. Educators are encouraged to question their practices and critically analyse the power relationships within their classrooms. Are certain voices being silenced? Are some narratives given more value than others? Through ongoing reflection, educators can create spaces that are more inclusive and equitable. - Changing the Role of Educators
Instead of being seen as sage on stage, the ultimate authority or “knowledge giver,” postmodernism positions educators as co-learners and facilitators. This aligns with play-based, child-led learning models, where children are empowered to take the lead in their educational journeys. Educators work alongside children, exploring and learning together. - Challenging Traditional Developmental Norms
Traditional approaches to early childhood education often rely on developmental theories that prescribe certain milestones. Postmodernism questions these norms, asking whether they truly reflect all children or merely the dominant cultural narratives. Instead of asking, “Is this child meeting the milestone?” a postmodern lens might ask, “What does this milestone mean for this child, in their context?”
Why Does This Matter?
I learned that postmodernism in early childhood education is all about the ability to create more inclusive, thoughtful, and flexible practices. When we acknowledge that every child’s experience is shaped by their unique family and cultural context, we move closer to providing education that truly respects their individuality.
For example, the book notes that a strong focus on equity and inclusion is vital for meaningful education. Think about the principle of the EYLF – Equity, Inclusion and High Expectations. Postmodernism encourages us to see children as active participants in their learning, not passive recipients. It also challenges educators to see what is unfair and how these practices are embedded in our practice, in our settings, from the materials used to the stories told and even the physical layout of the rooms , learning spaces.
Critique
As with any theory, postmodernism is not without its critics. Some argue that it’s too abstract and impractical, especially for educators seeking concrete guidance. Others worry that focusing too much on subjective experiences might lead to a lack of clear structure in educational practices. To some extent, I see postmodernism as an additional lens to my reflective practice. I still can use socio-cultural theory to observe children in the context of relationships, yet add this additional lens to the pallette of my observational instruments.
Yet, these critiques only highlight the importance of balance. Postmodernism doesn’t call for the abandonment of structure—it calls for flexibility within it. It encourages educators to be intentional, reflective, and adaptive in their practices, ensuring they meet the needs of diverse learners.
My new video about postmodernism is going to be out in February
If you’re fascinated by the theories here is my resource on theories and theorists.👇🏼
Storykate 🪇
