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Introduction <Tab/>The above paper is based on two alternative readings interpreted through the traditional early childhood pedagogy and ideas from feminist post-structuralism. This paper seeks to explore some limitations of the traditional early childhood pedagogy in addressing gender issues by comparing it with the feminist post-structuralist approach. A brief introduction to each theoretical perspective will first be given. Developmental psychology is central to traditional early childhood pedagogy. Traditional early childhood …showed first 75 words of 1630 total…

…showed last 75 words of 1630 total…education. New South Wales: Allen & Unwin. Silin, J. (1995). Developmentalism and the aims of education. Sex death and the education of children: Our passion for ignorance in the age of AIDS. New York: Teachers College Press, pp. 81-109. Walkerdine, V. (1987). Sex, power and pedagogy. In M. Arnot & G. Weiner (eds.). Gender and the politics of schooling. London: Hutchinson, pp. 166-174. Weedon, C. (1997). Feminist practice and poststructuralist theory, 2nd edition. Massachusetts: Blackwell Publishers.