Overview
- Offers new theorisation of affective pedagogy and what it means for infant-toddler pedagogy
- Focuses on cultural–historical theory to exemplify infant-toddler educator’s unique affective pedagogy
- Embraces affective relationships as an important element of contemporary infant-toddler pedagogy
- Includes visual narrative case studies to illustrate affective pedagogical practices
Part of the book series: Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations (POPED, volume 3)
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Table of contents (8 chapters)
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Front Matter
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Back Matter
Keywords
- Babies, infants, toddlers
- birth-to-three pedagogy
- under-threes pedagogy
- play and drama and pedagogy
- emotion and pedagogy
- being present and affective
- being responsive and affective
- transitory moments
- everyday moments
- quality relationships
- specialised pedagogical practices
- affective and critical reflections
- collective thinking
- imagined futures
- visual tools and methodologies
- collaborative drawing
- socratic dialogue
- cultural-historical theory
- pedagogical awareness
About this book
This exciting new book brings fresh knowledge of affective pedagogies in early childhood education and care. The book draws on cultural-historical theory in alignment with visual methodologies to elucidate infant-toddlers’ affective pedagogies through analysis of case examples. The book reveals contemporary pedagogical practices in the infant-toddler space like mealtimes, nappy change and play. These pedagogical practices show the highly specialised nature of working with infant-toddlers such as the affective relations between educators and infant-toddlers, affective dialogue, affective engagement, and the creation of affective spaces. The value of collaboration is highlighted through creating an affective space for educators to become aware, reflect and position themselves as effective and affective educators. The book introduces innovative methodological tools such as images and collective drawings for collaborative reflection.
Reviews
“This book exposes the complex and dynamic environments in which infant-toddlers and their educators build relationships, and invitethe reader to think and re-think what infant-toddler pedagogy encompasses. This book should be of interest to researchers, practitioners, and decision-makers. It gives us hope that the early childhood research community is starting to recognize that we can no longer ignore the role of infant-toddlers and their affects in ECE. Hopefully, interest in infant-toddlers and affective pedagogies will continue to grow. We are only just beginning to understand all the educational and research uses and consequences of affective pedagogies in early childhood settings.” (Lasse Lipponen, University of Helsinki, Faculty of Educational Sciences)
Authors and Affiliations
About the authors
Dr Gloria Quinones is a senior lecturer in the Faculty of Education, Monash University, Australia. She is interested in the affective and emotional aspects of early childhood pedagogy, affective worlds of children birth-to-three, wellbeing, play and pedagogy and visual methodologies.
Dr Liang Li is a senior lecturer in the Faculty of Education, Monash University, Australia. Research interests are infant-toddlers' education and care, family practices, children's play and pedagogy, children's speech development, science, technology and mathematics in early childhood and primary education settings.
Dr Avis Ridgway is an adjunct research fellow Faculty of Education, Monash University, Australia. Research foci: visual methodology; early childhood social, cultural and historical influences on learning; infant-toddler learning; pedagogical play, and early childhood teacher education.
Bibliographic Information
Book Title: Affective Early Childhood Pedagogy for Infant-Toddlers
Authors: Gloria Quiñones, Liang Li, Avis Ridgway
Series Title: Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations
DOI: https://doi.org/10.1007/978-3-030-73527-2
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2021
Hardcover ISBN: 978-3-030-73526-5Published: 19 May 2021
Softcover ISBN: 978-3-030-73529-6Published: 20 May 2022
eBook ISBN: 978-3-030-73527-2Published: 18 May 2021
Series ISSN: 2509-6680
Series E-ISSN: 2509-6699
Edition Number: 1
Number of Pages: XII, 146
Number of Illustrations: 15 b/w illustrations, 34 illustrations in colour
Topics: Early Childhood Education, Teaching and Teacher Education, Child and Adolescent Psychiatry, Emotion