By Gunilla Dahlberg, Peter Moss & Alan Pence

Reviewed by Sarah-Eve Farquhar (published in NZJES, 34(2), 1999, 368 – 369)

Beyond Quality challenges the discourse of early childhood education and over two decades of a substantial amount of research on the measurement of programme quality. The authors’ interests in early childhood education differ and they live in different countries – Sweden (Dahlberg), England (Moss) and Canada (Pence) – but the book represents a coming together of international researchers who have a shared unease with the way quality is currently defined as universal and measurable indicators related to outcomes in children’s development.

The arguments presented from philosophical and pedagogical perspectives are seductive, and the book could well provide a turning point in the thinking of many researchers, academics and policy-makers on what quality means in early childhood education and how quality can be achieved (if it can ever be fully realised in practice).

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