In this article, Moss (2012) takes a look at the dominant discourse of school readiness and offers two alternatives— “a strong and equal partnership and the vision of a meeting place” (p.355). He criticizes that school readiness is problematic because it sees the child as “re-producer of culture of knowledge…[needing] to be filled with knowledge, skills, and dominant cultural values” in order to be “normal” and “ready” for school (Moss, 2012, p.356). The “readiness” approach is fragmented and narrow, which focuses on “taming, controlling and predicting” instead of “creating learning based on movement, experimentation and meaning making” (Moss, 2012, p.360). Moss (2012) takes a close look at Reggio Emilia and how its image of the child constructs
