As part of the larger education movement that attempted to work toward justice and equity beginning in the 1980s, some scholars in early childhood education and care have engaged in work that challenges universal constructions of "child." This scholarship and the practices associated with it are labeled reconceptualist/critical and place at the forefront concern for diversity; improving conditions for those who have been traditionally marginalized; increased equity and respect for multiplicity; and an understanding of power structures and impositions that generate harm and privilege. The purpose of this volume is to explore those issues as first addressed by educator researchers in the field of early childhood education and care in a manner that is accessible to those new to the field. Each chapter provides a thorough discussion of one of the earliest forms of scholarship that addresses: cultural and life diversity; challenges to monocultural science; dominant narratives in the field; linguistically marginalized children; adult power; problematizing deficit models; responding to children; rejecting universalist construction; and creating new possibilities for those have been labeled "children". Further, the book provides annotated bibliographies that glimpse into the shifting landscape for childhood education and care.