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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.
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.
This book provides a philosophical, socio-political and theoretical
understanding of the notion of Becoming in the context of the
related concepts, and in contemplation of the notion of Being.
Deriving from different traditions from various countries, these
concepts act as windows on contemporary early years settings and
communities around the world where adults map out infant becomings.
This book is a valuable resource for early childhood educators,
students, professionals, researchers, and policy makers around the
globe who seek to understand the locatedness of infant becomings in
space and time.
This book provides a philosophical, socio-political and theoretical
understanding of the notion of Becoming in the context of the
related concepts, and in contemplation of the notion of Being.
Deriving from different traditions from various countries, these
concepts act as windows on contemporary early years settings and
communities around the world where adults map out infant becomings.
This book is a valuable resource for early childhood educators,
students, professionals, researchers, and policy makers around the
globe who seek to understand the locatedness of infant becomings in
space and time.
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