Chapter 1: Introducing Perspectives and Provocations Volume 3

The authors and members of the Early Childhood Education Assembly (ECEA) seek to promote educational practices and beliefs that are reflective, authentic, and purposeful. As editors of the third ECEA Yearbook, we are honored and humbled by the work of our colleagues and peers as they continue to implement what they know is best for students, teachers, and education. The ECEA works to encourage field-based research and theorized practice in the teaching of Early Childhood Education across cultural and linguistic contexts; enhance teaching and learning in Early Childhood Education within and across diverse communities; sponsor professional development opportunities for those interested in language and literacies in early childhood education; provide opportunities for early childhood educators and researchers to learn from and support one another; promote the articulation of thoughtful early childhood literacy practices; promote collaboration across professional organizations that focus on the education of young children; support new teachers in early childhood education; and encourage and sponsor the publication of articles, books, and reports. This previous statement summarizes the mission created by those who worked to make a place for early childhood education within National Council for Teachers of English (NCTE) in 2008. As members of the Assembly, we work to further this mission through this volume of work.