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Despite vast possible differences across geographic locations,
cultural practices, community values, and curricular priorities,
there are everyday events that are intimately familiar in the
context of early childhood care and education centres. By attending
to the daily events that are often overlooked and considerably
under-theorized, this insightful text highlights the complexity of
the everyday in early childhood settings. Contributions to this
edited collection are organized to follow the chronology of a
school day; each chapter draws upon post-foundational theories and
empirical qualitative data in order to (re)examine a familiar
routine within an early years centre, such as walking down the
hallway, eating a snack, napping, or changing one’s clothing. The
authors argue for a mundane early childhood praxis that attends to
the pedagogical possibilities within the seemingly unremarkable and
highlights its importance, especially during what are understood to
be unprecedented times. This book will be of interest to advanced
practitioners, graduate students, and scholars, and for use in
courses in early childhood education, childhood studies, and
educational foundations.
Despite vast possible differences across geographic locations,
cultural practices, community values, and curricular priorities,
there are everyday events that are intimately familiar in the
context of early childhood care and education centres. By attending
to the daily events that are often overlooked and considerably
under-theorized, this insightful text highlights the complexity of
the everyday in early childhood settings. Contributions to this
edited collection are organized to follow the chronology of a
school day; each chapter draws upon post-foundational theories and
empirical qualitative data in order to (re)examine a familiar
routine within an early years centre, such as walking down the
hallway, eating a snack, napping, or changing one’s clothing. The
authors argue for a mundane early childhood praxis that attends to
the pedagogical possibilities within the seemingly unremarkable and
highlights its importance, especially during what are understood to
be unprecedented times. This book will be of interest to advanced
practitioners, graduate students, and scholars, and for use in
courses in early childhood education, childhood studies, and
educational foundations.
This book, at the intersection of early childhood and
reconceptualizing practice, looks at how practitioners, theorists,
and teachers are supporting young children to care about the
environment differently. Despite the current popularity of
post-human perspectives, in social science more broadly and in
early childhood studies more specifically, this is one of few to
make visible international practices and perspectives that emerge
at the intersection of early childhood education, environmental
justice, sustainability, and intergenerational/interspecies
communities. The book provides an innovative exploration of the
links between children, elders, and nature. With contributions from
established scholars, practitioners, and newcomers this book
reframes educating for social justice within an ecological
landscape; one in which young children and their elders are
mobilized to understand, reconceptualize and even undo negative
environmental impact, whilst grappling with the ways in which the
earthly forces are acting upon them. Specific theoretical chapters
(spirituality, nature, critical and post-human/materiality,
pragmatics, and constructivism approaches) are blended with
applications of pedagogic strategies from across the globe. This
book responds to a growing interest among early childhood
professionals and scholars for sustainably focused and ethically
reimagined programs. This collection rewards the reader with
opportunities to critically reflect on their own practice, delves
into new terrestrial collectives, and explores new pedagogical
pathways. It will be essential reading for practitioners and
scholars alike.
This book makes the case for young children as both keenly
materially aware of and highly dependent on sets of interrelated
material-discursive circumstances. It argues that long-term
engagement with children around the topic of meaning-matter
relations upends many taken-for-granted notions of consumption,
self-regulation, knowledge production, and what constitutes quality
of life within a school setting. The book provides complex accounts
of agency on multiple scales - the capability of children to shape
and share research, the force of objects, stuff, and things to
impact the "social" workings of a classroom, and the impact of
nonhuman animals on the trajectory of the ways in which children
relate to each other. This work makes a significant contribution to
both theoretical conceptions and practical enactments of
childhoods, productively addressing the many contradictions
inherent in a posthuman and participatory approach to researching
with young children. It also offers insights into how the everyday
materialities of children's classrooms (and their complex
representations) are capable of disrupting the common-sense order
of things.
This book, at the intersection of early childhood and
reconceptualizing practice, looks at how practitioners, theorists,
and teachers are supporting young children to care about the
environment differently. Despite the current popularity of
post-human perspectives, in social science more broadly and in
early childhood studies more specifically, this is one of few to
make visible international practices and perspectives that emerge
at the intersection of early childhood education, environmental
justice, sustainability, and intergenerational/interspecies
communities. The book provides an innovative exploration of the
links between children, elders, and nature. With contributions from
established scholars, practitioners, and newcomers this book
reframes educating for social justice within an ecological
landscape; one in which young children and their elders are
mobilized to understand, reconceptualize and even undo negative
environmental impact, whilst grappling with the ways in which the
earthly forces are acting upon them. Specific theoretical chapters
(spirituality, nature, critical and post-human/materiality,
pragmatics, and constructivism approaches) are blended with
applications of pedagogic strategies from across the globe. This
book responds to a growing interest among early childhood
professionals and scholars for sustainably focused and ethically
reimagined programs. This collection rewards the reader with
opportunities to critically reflect on their own practice, delves
into new terrestrial collectives, and explores new pedagogical
pathways. It will be essential reading for practitioners and
scholars alike.
This book makes the case for young children as both keenly
materially aware of and highly dependent on sets of interrelated
material-discursive circumstances. It argues that long-term
engagement with children around the topic of meaning-matter
relations upends many taken-for-granted notions of consumption,
self-regulation, knowledge production, and what constitutes quality
of life within a school setting. The book provides complex accounts
of agency on multiple scales - the capability of children to shape
and share research, the force of objects, stuff, and things to
impact the "social" workings of a classroom, and the impact of
nonhuman animals on the trajectory of the ways in which children
relate to each other. This work makes a significant contribution to
both theoretical conceptions and practical enactments of
childhoods, productively addressing the many contradictions
inherent in a posthuman and participatory approach to researching
with young children. It also offers insights into how the everyday
materialities of children's classrooms (and their complex
representations) are capable of disrupting the common-sense order
of things.
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