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Introducing Dialogic Pedagogy
Introducing Dialogic Pedagogy presents some of the ideas of Russian philosopher Mikhail Bakhtin concerning dialogism in a way that will engage and inspire those studying early childhood education. By translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with alternative ways of examining, engaging and reflecting on practice in the early years to provoke new ways of understanding and enacting pedagogy. This text combines important theoretical ideas with a practical application to support practitioners who are keen to promote creativity and agency through ethical self-other relations. It p...
The First 1000 Days of Early Childhood
This book provides a philosophical, socio-political and theoretical understanding of the notion of Becoming in the context of the related concepts, and in contemplation of the notion of Being. Deriving from different traditions from various countries, these concepts act as windows on contemporary early years settings and communities around the world where adults map out infant becomings. This book is a valuable resource for early childhood educators, students, professionals, researchers, and policy makers around the globe who seek to understand the locatedness of infant becomings in space and time.
Educational Research with Our Youngest
Interpreting the voices of under three year olds is central to early childhood education. Yet entering into their life-worlds is fraught with challenges and unrealised possibilities. This ground-breaking book generates a dialogue about the multiple ways researchers have exploited a range of methods for approaching, accessing, understanding and interpreting infant voice. Each chapter explores the kinds of ethical considerations and dilemmas that may arise in this process. The book itself represents a chorus of international voices (researchers, children, teachers and parents), all adding to a discussion about various circumstances, dilemmas and possibilities involved in doing research with our youngest. This book is an essential read for researchers and teachers alike who seek to 'listen' and 'see' very young children with fresh ears and eyes.
Seeing the World through Children’s Eyes
Seeing the World through Children’s Eyes brings an overarching emphasis on ‘seeing’ to early years research. The book provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies and young children. It explores the problems, pitfalls and promises that these offer for reflexive, critical inquiry that privileges the ‘work of the eye’ whilst implicating the researcher ‘I’ for what is revealed. Readers are invited to see for themselves what might be revealed through their discoveries, and to contemplate how these ideas might influence their own seeings. See inside the book.
Philosophy and Pedagogy of Early Childhood
In recent years, new discourses have emerged to inform the philosophy and pedagogy of early childhood. This collection brings together contributions from leading scholars in early childhood education, and each chapter engages with the critical task of reformulating early childhood education and the philosophy of the child with a specific focus on pedagogy. The contributors to Philosophy and Pedagogy of Early Childhood explore pedagogy through a philosophical lens, and discuss themes including intersubjectivity, alterity, ethics, and creative experience. Although these themes are addressed in very different ways, each invokes a call to teachers to consider their own position in the dialogical process of learning, and suggests that pedagogy is necessarily situated, provisional, compositional, and discursive. Such critical and philosophical inquiry is a welcome antidote in an era of pedagogical certainty and standards-based agendas. This book was originally published as a special issue of Educational Philosophy and Theory.
Under-three Year Olds in Policy and Practice
The first book in the series Policy and Pedagogy with Under-three year olds: Cross Disciplinary insights and innovations establishes a path for the much-needed examination of the experiences of infants and toddlers in contemporary educational settings across the globe. Bringing together internationally renowned scholars in the field, it starts a series of discussions about the positioning of under-three year olds in contemporary practice and policy contexts. It takes an in-depth look at what this means for our understanding of under-three year olds and those who share their worlds. Featuring some of the most important contemporary topics in this pedagogical domain, such as care, well-being, belonging, professionalism and status, the contributors offer a kaleidoscope of perspectives for contemplating the new normality of very young children living their lives in group-based early childhood settings, and what gives rise to their current realities. It also explores some important policy directions and trends.
Bakhtinian Pedagogy
This collection of essays brings Bakhtinian ideas into dialogue with educational practice across cultural and pedagogical boundaries. These encounters offer fresh perspectives on contemporary issues in education, and consider pedagogical responses that are framed within a dialogic imperative. The book also pioneers an important discussion about the place of the Bakhtin Circle in educational philosophy today. Drawing on the historical and contemporary scholarship that has already taken place in education to date, the book emphasizes the living nature of language as intentional acts that take place within learning relationships. Consideration is given to the wider contexts in which pedagogy takes place, and shifts the role of the teacher as expert transmitter of knowledge to dialogic partner in learning. Bakhtinian Pedagogy is particularly suitable for undergraduate and postgraduate teacher education courses that focus on pedagogical studies in early childhood, primary, secondary, and tertiary learning. It is also a suitable text for educational philosophy students at postgraduate level.
Theories of Early Childhood Education
Theories of Early Childhood Education provides a comprehensive introduction to the various theoretical perspectives influential in early childhood education, from developmental psychology to critical studies, Piaget to Freire. Expert chapter authors examine assumptions underpinning the use of theory in the early years and concisely explore the implications of these questions for policy and practice. Every chapter includes applications to practice that will assist students and professionals in seeing the relevance of the theoretical perspective for their teaching.
