Early childhood education has long been organized and justified around the principles of developmentally appropriate practice (DAP), which was founded in the developmental psychology literature from the early twentieth century. The theories of learning and socialization inherent to this literature were conceptualized in vastly different social and economic contexts and while the world has moved into the twenty-first century, education often seems to be caught in a time warp and justifications for continued and outdated practices and attitudes need to be challenged. DAP privileged certain ways of being and knowing that did not recognize the diverse qualities of children and their families in a global context. In doing so it had the effect of alienating the qualities of diversity that should be celebrated, and further suggested that there was a universal state that we should all be striving for which was based on western ways of doing and knowing. In recent times these contentions have been challenged. Early childhood education is coming to be known for its openness to new ideas, and the multidisciplinary nature of the field has facilitated the process of reconceptualization. The terrain of early childhood has been remodeled significantly over the past decade, and alternative views and perspectives are beginning to have an impact on practices and pedagogies.