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The current image of the child, espoused by leading specialists in early childhood from around the world, is one of a rich, competent, capable theory builder (Gandini 1993). As a result, the role of the adult is no longer viewed as either the proactive filler of an empty pail, nor the passive supervisor, stepping back to let the child develop in their own time and in their own way. Rather, the role of the early childhood educator has morphed into something far more subtle and complex that is hard for anyone who does not work with this age group always to appreciate.
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