Postcolonialism and early childhood education in small island states

Abstract

The impact of postcolonialism on primary, secondary and tertiary education in small island states (SIS), is well documented. This study explores the origins and character of colonial lingering in the pedagogy and practice of early childhood education (ECE) in SIS, with special reference to Malta and Grenada, both former British colonies. Interviews, observations and focus groups have been conducted in both countries. An online questionnaire was completed by 64 individuals residing in the world’s 27 small island states, (and of which 20 secured independence from Britain). The research findings suggest a colonial lingering in ECE in small island states. Manifestations of this include: the preference for school uniforms; the widespread use of standard English as the language of instruction; top-down pedagogy that obliges an early start to schooling; a strong focus on literacy and numeracy in the early years; restrictions in play-based learning; and story books, weather and alphabet charts that are not necessarily relevant to the country’s culture and tradition and written in the English language, even though both countries have their own vernacular. The findings encourage a sober and critical reflection of the policies and practices governing ECE in SIS.