This book conceptualizes the 'lived spaces' of infant and
toddler early education and care settings by bringing together
international authors researching within diverse theoretical
frameworks. It highlights diverse ways of understanding the
experiences of very young children by exposing the ways that the
authors are grappling with the unknown. The work explores broadly
the construct and meanings of 'lived spaces' as relational spaces,
interactional spaces, transitional spaces, curriculum spaces or
pedagogical spaces operating within the social, physical and
temporal environment of infant-toddler education settings. The book
invites interchange between and among diverse theories and
approaches and through this build new understanding of infants' and
toddlers' experiences and interactions in early education and care
settings. It also considers the implications of this work for
policy and practice in infant and toddler education and care.
General
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