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Just as RECE has multiple histories and represents a wide range of theories, practices, projects, and framings of early childhood, this website is intended to reflect the diversity of ideas and experiences of those who question prevailing theory and practice in early childhood. We invite everyone's input and ideas as the website continues to expand. Please send your stories about past RECE conferences, your papers, images, and/or other relevant content to our webmaster so we may add your contributions to the site.

2018 RECE Call for Proposals

Inequality in Early Childhood Education and Care.

We invite proposals from early childhood researchers, scholars, educators, pedagogues, preschool teachers, teacher-educators, and activists for the 26th Annual Reconceptualizing Early Childhood Education (RECE) Conference. The conference is to be held at the Danish School of Education (Aarhus University) in Copenhagen, Denmark.

The deadline for submissions has been extended to March 9th.

Democratic accountability and contextualised systemic evaluation

A comment on the OECD initiative to launch an International Early Learning Study (IELS)

The Organisation for Economic Co-operation and Development (OECD) has initiated a process to develop and pilot an international comparative assessment of learning outcomes for young children aged 4.5 to 5.5 years. The International Early Learning Study (IELS) has received little attention from early childhood scholars and practitioners due not least to the absence of a meaningful consultation process. In this paper, written on behalf of the international Reconceptualising Early Childhood (RECE) network, we argue that research evidence that draws large-scale standardised assessment and comparison of young children into question is not taken into account by the proponents of IELS. We express our concern that IELS confirms the OECD’s renunciation of the more contextually sensitive approach to understanding early childhood systems that underpinned earlier studies, in particular Starting Strong I+II. We argue that emerging resistance from the field against decontextualized standardised assessment of children, and the nature of the information gathered will render IELS results largely meaningless for the stated purpose of improving early childhood experiences for all children. The paper concludes with a call for supporting competent systems, democratic accountability and systemic evaluation.

Read the full statement

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