Meaning Making in Early Childhood Research asks readers to rethink
research in early childhood education through qualitative research
practices reflective of arts-based pedagogies. This collection
explores how educators and researchers can move toward practices of
meaning making in early childhood education. The text's narrative
style provides an intimate portrait of engaging in research that
challenges assumptions and thinking in a variety of international
contexts, and each chapter offers a way to engage in meaning making
based on the experiences of young children, their families, and
educators.
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