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This book provides new insights into how interactions in early
childhood education are being studied, and into what these studies'
findings mean for improving the quality of early childhood
education. The editors examine the methods, ethics, practices, and
questions arising from such close work with children, families and
educators, and have brought together a collection that highlights
interactions research and practical implications for early
childhood education and research, with the ultimate aim of shaping
quality practices. Starting with an overview of interaction
research and its pedagogical value in early childhood education the
book subsequently introduces new interaction studies in early
childhood from Europe and Australasia. Drawing from a range of
perspectives and using different conceptual and methodological
tools the contributors use their interactions research to comment
collectively on process quality in early childhood education, and
its relationship to the phenomenon of pedagogical interactions. The
work as a whole bridges the gap between practice and research by
addressing quality interactions for early learning (for
practitioners) and providing researchers valuable information on
methods for studying interactions within the everyday contexts of
early childhood education.
This book provides new insights into how interactions in early
childhood education are being studied, and into what these studies'
findings mean for improving the quality of early childhood
education. The editors examine the methods, ethics, practices, and
questions arising from such close work with children, families and
educators, and have brought together a collection that highlights
interactions research and practical implications for early
childhood education and research, with the ultimate aim of shaping
quality practices. Starting with an overview of interaction
research and its pedagogical value in early childhood education the
book subsequently introduces new interaction studies in early
childhood from Europe and Australasia. Drawing from a range of
perspectives and using different conceptual and methodological
tools the contributors use their interactions research to comment
collectively on process quality in early childhood education, and
its relationship to the phenomenon of pedagogical interactions. The
work as a whole bridges the gap between practice and research by
addressing quality interactions for early learning (for
practitioners) and providing researchers valuable information on
methods for studying interactions within the everyday contexts of
early childhood education.
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