Overview
- Brings together international perspectives on infant and toddler pedagogies in early childhood education
- Looks at under three year olds in contemporary policy and practise contexts
- Synthesises current infant and toddler research
- Includes supplementary material: sn.pub/extras
Part of the book series: Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations (POPED)
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Table of contents (15 chapters)
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Front Matter
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Foregrounding Pedagogy
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Front Matter
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Foregrounding Policy
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Front Matter
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Back Matter
Keywords
About this book
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 importantpolicy directions and trends.
Editors and Affiliations
About the editors
E. Jayne White has a long-standing interest in education, with particular emphasis on early years pedagogy, spanning over thirty years as a teacher and researcher. As Associate Director for the WMIER Visual Lab and Centre for Global Studies at the University of Waikato, NZ, Jayne's work focuses on the complex processes and practices of meaning-making – with an emphasis in the earliest years. She has written extensively in the field, including her recent sole-authored book Introducing dialogic pedagogy: Provocations for the early years with Routledge and the Springer publication with Eva Johansson titled Educational research with our youngest: Voices of infants and toddlers (2011) which first proposed an infant research agenda. She is co-editor of Springer's recently launched Video Journal of Education, associate editor of the International Journal of Early Childhood and edits for a number of additional international journals.
Carmen Dalli is Professor of Early Childhood Education, Director of the Institute for Early Childhood Studies, and Associate Dean (Research) at Victoria University of Wellington’s Faculty of Education. Her research combines an interest in developmental issues in the early years with a focus on early childhood policy and pedagogy. She has published widely in the field of early childhood teacher professionalism and has a particular interest in group-based early childhood education and care settings for children aged under three years. She regularly publishes commentaries on early childhood education policy in New Zealand.
Bibliographic Information
Book Title: Under-three Year Olds in Policy and Practice
Editors: E. Jayne White, Carmen Dalli
Series Title: Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations
DOI: https://doi.org/10.1007/978-981-10-2275-3
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2017
Hardcover ISBN: 978-981-10-2274-6Published: 28 October 2016
Softcover ISBN: 978-981-10-9579-5Published: 05 July 2018
eBook ISBN: 978-981-10-2275-3Published: 19 October 2016
Series ISSN: 2509-6680
Series E-ISSN: 2509-6699
Edition Number: 1
Number of Pages: X, 224
Number of Illustrations: 11 b/w illustrations
Topics: Early Childhood Education, Educational Policy and Politics, Sociology of Education, Educational Psychology