Format:
1 Online-Ressource (1612 pages)
Edition:
Online-Ausg.
ISBN:
9789402409277
Series Statement:
Springer International Handbooks of Education
Content:
"Contents of Volume I" -- "Contents of Volume II" -- "About the Authors" -- " Volume I" -- "Part I Theoretical Perspectives" -- " Part II Research Methodologies" -- " Part III Contemporary Research and Evidence: Early Childhood Education Globally" -- " Volume II" -- "Part IV Innovative and Long-Standing Programs" -- " Part V Curriculum and Assessment" -- " Part VI Pedagogies in Early Childhood Education" -- " Part VII Child, Families, and Communities" -- "Chapter 1: International Trends in Research: Redressing the North-South Balance in What Matters from Early Childhood Education Research" -- "1.1 Introduction" -- "1.2 Analytical Framework" -- "1.3 Conclusion" -- "References" -- "Part I: Theoretical Perspectives" -- "Chapter 2: Governing Childhood" -- "2.1 Introductory Note to the Reader" -- "2.2 Governmentality and the Domain of Childhood" -- "2.3 Imagining Childhood" -- "2.4 Imagining Modern Childhood: Childhood as Adulthoodâs Other" -- "2.5 Childhood as Origin" -- "2.6 Childhood as Potentiality" -- "2.7 The Child as Cultural Resource" -- "2.8 A Very Brief History" -- "2.9 Shifts in Perception of Childhood" -- "2.10 The Global Child: Old and New" -- "2.11 Maintaining the Domain and Challenging the Domain" -- "2.12 Towards Diverse Childhoods" -- "References" -- "Chapter 3: Cultural-Historical and Activity Theories Informing Early Childhood Education" -- "3.1 Introduction" -- "3.2 Dialectical Logic: The Foundations of Cultural-ÂHistorical and Activity Theories" -- "3.2.1 Development as the Process of Sociocultural Genesis of Human Mind: Overcoming Dualism" -- "3.2.2 Transformation and Qualitative Reorganisation: Overcoming Mechanistic Approach" -- "3.2.3 Dialectics of Contradictions: Development as Drama" -- "3.3 Conceptualising Play" -- "3.3.1 Socio-cultural and Historical Conception of Play
Content:
"3.3.2 Contemporary Work on Cultural Expressions of Play" -- "3.3.3 Play and ZPD" -- "3.3.4 Play as a Leading Activity: Theoretical Advances and Contemporary Studies" -- "3.4 How Do Early Childhood Education Researchers Discuss the Relation Between Play, Learning and Development?" -- "3.4.1 Concepts Underpinning Pedagogical Models that Support the Development of Play" -- "3.4.2 What Concepts Have Been Used to Discuss Play Pedagogy?" -- "3.4.3 Play and Learning from the Perspective of Children" -- "3.4.4 Digital Play" -- "3.5 Contemporary Challenges: How Is the Relation Between Play, Learning and Development Discussed?" -- "3.6 Conclusion" -- "References" -- "Chapter 4: âHumpty Dumptyâ: Teaching Strategy or Postcolonial Method â What Do We Know About Power, Voice and Identity Within Early Childhood Education in the Twenty-First Century?" -- "4.1 Background" -- "4.2 Humpty Dumpty Sat on a Wall: Imperialism, Colonisation and Power" -- "4.3 Humpty Dumpty Had a Great Fall: The What and Where of Colonialism" -- "4.4 All the Kingâs Horses and All the Kingâs Men: The Who and How of Postcolonialism" -- "4.5 Couldnât Put Humpty Together Again: Postcolonialism in Early Childhood Education" -- "4.6 Conclusion" -- "References" -- "Chapter 5: Engaging with the Conceptual Tools and Challenges of Poststructural Theories" -- "5.1 Introduction" -- "5.2 Where Did Poststructuralist Theory Come From?" -- "5.3 Where Did Poststructural Theory First Appear in Early Childhood Education?" -- "5.4 Poststructuralismâs Theoretical âToolboxâ" -- "5.5 Discourse, Knowledge and Power" -- "5.6 Whiteness and Othering" -- "5.7 Subjectification" -- "5.8 Sex/Gender Performativity" -- "5.9 Desire and Becoming" -- "5.10 Assemblages and Rhizomes" -- "5.11 Recent Challenges to Poststructural Theory" -- "5.12 Conclusion
Content:
"References" -- "Chapter 6: Early Years Education in the Anthropocene: An Ecophenomenology of Childrenâs Experience" -- "6.1 Clockwork Children" -- "6.2 Time Dissonance" -- "6.3 Raising an Unhurried Child" -- "6.4 Dromosphere" -- "6.5 Vibrant Matter" -- "6.6 A Digress to Method" -- "6.7 The (Sub)terrain" -- "6.8 Moving the Terrain and Its Contours" -- "6.9 Contour Tracking and Navigation: Phenomenology and Education" -- "6.10 Grounded Contours: Ecophenomenology and Education" -- "6.11 Back to the Mind Temporarily: Phenomenology and Environmental âLearningâ" -- "6.12 Ecophenomenology and Methodology" -- "6.13 Ends-in-View: Post-critical Ecophenomenologies of Childhood, Theoretical and Research Directions" -- "6.14 The Nick of Time" -- "6.15 The Aesthetics of Childhood" -- "6.16 Social Control" -- "6.17 A Deep Riddle: A Difficult Riddle" -- "References" -- "Part II: Research Methodologies" -- "Chapter 7: (Co)-Researching with Children" -- "7.1 Introduction (Alma Fleet, Suallyn Mitchelmore, Deborah Harcourt)" -- "7.1.1 Background Issues in Researching with Children (and Educators)" -- "7.1.2 Researcher Reflection Valuing Childrenâs Perspectives: (Jane Merewether)" -- "7.2 Beginning the Research Conversation with Children: Informed Consent (Deborah Harcourt)" -- "7.3 In What Sense Can Babies Be Research Collaborators? (Sue Gascoyne)" -- "7.4 Younger Childrenâs Engagement in Research (Jane Murray)" -- "7.5 Preschool Researchers" -- "7.5.1 Researcher Reflection (Anette Boye Koch)" -- "7.5.2 Different Ways of Collaboration" -- "7.5.3 Various Child Perspectives" -- "7.6 Participatory Research with Vulnerable and Marginalised Groups (Colette Gray)" -- "7.6.1 The Voice of the Child" -- "7.6.2 Agency: Fact or Fiction?
Content:
"7.6.3 Researcher Reflection: Voices from Pen Green (Jonathanâs Story) â An Extract from Whalley et al. (2012)" -- "7.7 Approaches with Potential for Researching Authentically with Young Children" -- "7.8 PAR" -- "7.8.1 Reggio Emilia" -- "7.8.2 Mosaic" -- "7.8.3 Researcher Reflection: A Phased Approach to Researching with Children (Deborah Harcourt)" -- "7.9 Through the Eyes of a Documentary Film-Maker: The Frontier of Documentary, Education and Research (Penny Lawrence)" -- "7.10 Providing Insight Through Pedagogical Documentation: Seeing Research as an Everyday Practice (Suallyn Mitchelmore)" -- "7.10.1 Concurrent Data Analysis and Data Collection" -- "7.10.2 Pedagogical Documentation and Privacy" -- "7.11 Challenges for the Future" -- "7.12 Addendum: Key Threads" -- "References" -- "Chapter 8: Policy Analysis and Document Research" -- "8.1 Early Childhood Care and Education Policy" -- "8.2 What Does Early Childhood Care and Education Policy Research Look Like?" -- "8.3 How Is Early Childhood Care and Education Policy Research Conducted?" -- "8.4 Globalization of Early Years Services" -- "8.5 The Medicalization of Early Years Services" -- "8.6 The Introduction of Epidemiological Models" -- "8.7 Tension Between Professionalization of Early Years Services and Costs of Provision" -- "8.8 Summary" -- "8.9 Document Research and Analysis" -- "8.9.1 What Is a Document?" -- "8.9.2 What Is Document Research?" -- "8.9.3 The Document as an Artifact of âDiscourseâ" -- "8.10 Summary" -- "References" -- "Chapter 9: A Cultural-Historical Methodology for Researching Early Childhood Education" -- "9.1 Introduction" -- "9.2 On Theory and Method" -- "9.3 Principles for Researching in Early Childhood Settings" -- "9.3.1 Principle of âBuds of Developmentâ
Content:
"9.3.2 The Principle of Interaction of Ideal and Present Forms" -- "9.3.3 Principle of Dramatic Event" -- "9.3.4 Principle of Developmental Tools" -- "9.3.5 Principle of Sustainable Results" -- "9.4 Contemporary Challenges and Conceptualisations of a Cultural-Historical Methodology" -- "9.4.1 New Cultural Tools for Researching in Early Childhood Education" -- "9.4.2 The Doubleness of the Researcher" -- "9.4.3 Reliability and Validity When Undertaking Cultural-ÂHistorical Research" -- "9.5 Conclusion" -- "References" -- "Chapter 10: Narrative Learning of Literacy" -- "10.1 Cultural-Historical Background" -- "10.2 Developmental Potential of Narrative Tasks and Assignments" -- "10.3 Three-Stage Literacy Learning Experiment" -- "10.4 Unifying Literacy Learning Objectives, Assignments, and Tasks" -- "10.4.1 Adventure in the Forest of Sounds" -- "10.4.2 Adventure in the Forest of Words" -- "10.4.3 Entering the Forest of Words" -- "10.5 Initiatives and Solutions" -- "10.6 TT Mastered This Task Perfectly" -- "10.6.1 Adventure of Language Researchers: Plural Form" -- "10.6.2 Working on Assembly Line" -- "10.7 Visit of CEO in the Classroom and Preparing Instruction Boards" -- "10.8 Discussion" -- "References" -- "Chapter 11: Mixed Methods in Early Childhood Education" -- "11.1 Introduction" -- "11.2 Foundations for Mixed Methods Research" -- "11.2.1 An Ontology and Epistemology for Mixed Methods Research" -- "11.2.2 Why Quantitative Research Needs Qualitative Research" -- "11.3 Three Stages of Mixed Methods Research: Articulation, Integration, and Decision" -- "11.3.1 Stage 1: Articulating Perspectives" -- "11.3.2 Stage 2: Integration" -- "11.3.2.1 Ways of Integration: Incorporation" -- "11.3.2.2 Ways of Integration: Abduction and Further Inquiry" -- "11.3.3 Stage 3: The Informed Decision
Content:
"11.4 Guidelines for Mixed Methods Research in Early Childhood Education
Note:
""4.1 Background
Additional Edition:
ISBN 9789402409253
Additional Edition:
Erscheint auch als Druck-Ausgabe International handbook of early childhood education Dordrecht : Springer, 2018 ISBN 9789402409253
Language:
English
Subjects:
Psychology
URL:
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