rethinking research in early care and education

Abstract

The article considers three domains of Sally Lubeck's scholarship as illustrations of her orientation to research on early care and education: her critique of positivism in general and the field of developmental psychology (and the sub-discipline of child development) specifically as the primary source of a `knowledge base' for the field of early childhood education; her concerns about globalization's increasing influence on educational goals and practices; and her quest to expand the potentials of research in a way that illuminates alternative perspectives on the period of early childhood and bridges the divide between the protagonists and subjects of social science. The article concludes with an invitation to others to pick up where Sally left off.