Positivist scientific exploration – can universal truths and grand narratives be discovered in research about human beings?

This chapter questions whether we can reliably depend upon grand-(or meta-) narratives and theories of human development to inform the way we approach knowledge acquisition in Early Childhood Education and Care. It begins with an historical overview of epistemological and methodological approaches that have been taken in research on and with children, including scientific exploration and both quantitative and qualitative methodology. It also examines the opportunities and limits of the underpinnings of practical applications of positivist knowledge: global trend monitoring by worldwide organisations such as UNICEF; the Head Start programme; the UK-based EPPE research study; and the field of neuroscience.