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Scientific Influences on Early Childhood Education offers a new
framework for examining the diverse scientific perspectives that
shape early childhood education. As the field takes on an
increasing role in addressing children's educational,
developmental, and environmental needs, it is critical to more
fully understand and appreciate the diverse scientific roots of
contemporary early childhood education. This edited collection
brings together leading researchers to explain and unpack
perspectives that are not often associated with early childhood
education, yet have made significant contributions to its
development and evolution. Essential reading for anyone working
with young children, this critical and insightful text illuminates
the connections between our social values, science, and research in
the field.
Scientific Influences on Early Childhood Education offers a new
framework for examining the diverse scientific perspectives that
shape early childhood education. As the field takes on an
increasing role in addressing children's educational,
developmental, and environmental needs, it is critical to more
fully understand and appreciate the diverse scientific roots of
contemporary early childhood education. This edited collection
brings together leading researchers to explain and unpack
perspectives that are not often associated with early childhood
education, yet have made significant contributions to its
development and evolution. Essential reading for anyone working
with young children, this critical and insightful text illuminates
the connections between our social values, science, and research in
the field.
This volume employs a multidisciplinary approach to research on a
high-profile topic very much on the agenda of state and national
policy leaders: early childhood development and education. It aims
to reflect how scholarly perspectives shape the contours of
knowledge generation, and to illuminate the gaps that prevent
productive interchange among scholars who value equity in the
opportunities available to young children, their families, and
teachers/caregivers. The editors and authors identify and
prioritize critical research areas; assess the state of the field
in terms of promising research designs and methodologies; and
identify capacity-building needs and potential cross-group
collaborations.
What is the world like for todayÆs children? How do they construct meaning in it? Answering these key questions, Studying Children in Context explains the art and science of doing qualitative research involving children. Authors M. Elizabeth Graue and Daniel J. Walsh carefully discuss the research process, dealing succinctly with generic research issues yet emphasizing where work with children presents its own particular challenges. They look across the research enterprise in the first part of the book, conceptualizing it as a holistic activity. They next focus on fieldwork, and in the final section examine the interpreting and reporting aspects of qualitative research. In addition to presenting their own considerable experiences in fieldwork with children, Graue and Walsh also present the contributions of numerous researchers with their own insights on key issues. Studying Children in Context will be an invaluable addition to the libraries of teachers and researchers interested in qualitative research methods in general and in doing fieldwork with children in particular.
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