The lives and futures of children and animals are linked to environmental challenges associated with the Anthropocene and the acceleration of human-caused extinctions. This book sparks a fascinating interdisciplinary conversation about child-animal relations, calling for a radical shift in how we understand our relationship with other animals and our place in the world. It addresses issues of interspecies and intergenerational environmental justice through examining the entanglement of children's and animal's lives and common worlds. It explores everyday encounters and unfolding relations between children and urban wildlife. Inspired by feminist environmental philosophies and indigenous cosmologies, the book poses a new relational ethics based upon the small achievements of child-animal interactions. It also provides an analysis of animal narratives in children's popular culture. It traces the geo-historical trajectories and convergences of these narratives and of the lives of children and animals in settler-colonised lands. This innovative book brings together the fields of more-than-human geography, childhood studies, multispecies studies, and the environmental humanities. It will be of interest to students and scholars who are reconsidering the ethics of child-animal relations from a fresh perspective.

Encounters with Materials in Early Childhood Education rearticulates understandings of materials-blocks of clay, sheets of paper, brushes and paints-to formulate what happens when we think with materials and apply them to early childhood development and classrooms. The book develops ways of thinking about materials that are more sustainable and insightful than what most children in the Western world experience today through capitalist narratives. Through a series of ethnographic events and engagement with existing ideas of relationality in the visual arts, feminist ethics, science studies, philosophy, and anthropology, Encounters with Materials in Early Childhood Education highlights how materials can be conceptualized as active participants in early childhood education and generators of human insight. A variety of examples show how educators, young children, and researchers have engaged in thinking with materials in early years classrooms and explore what materials are capable of in their encounters with other materials and with children. Please visit the companion website at www.encounterswithmaterials.com for additional features, including interviews with the authors and the teachers featured in the book, videos and photographs of the classroom narratives described in these pages, and an ongoing blog of the authors' ethnographic notes.

Encounters with Materials in Early Childhood Education rearticulates understandings of materials-blocks of clay, sheets of paper, brushes and paints-to formulate what happens when we think with materials and apply them to early childhood development and classrooms. The book develops ways of thinking about materials that are more sustainable and insightful than what most children in the Western world experience today through capitalist narratives. Through a series of ethnographic events and engagement with existing ideas of relationality in the visual arts, feminist ethics, science studies, philosophy, and anthropology, Encounters with Materials in Early Childhood Education highlights how materials can be conceptualized as active participants in early childhood education and generators of human insight. A variety of examples show how educators, young children, and researchers have engaged in thinking with materials in early years classrooms and explore what materials are capable of in their encounters with other materials and with children. Please visit the companion website at www.encounterswithmaterials.com for additional features, including interviews with the authors and the teachers featured in the book, videos and photographs of the classroom narratives described in these pages, and an ongoing blog of the authors' ethnographic notes.

Unsettling the Colonial Places and Spaces of Early Childhood Education uncovers and interrogates some of the inherent colonialist tensions that are rarely acknowledged and often unwittingly rehearsed within contemporary early childhood education. Through building upon the prior postcolonial interventions of prominent early childhood scholars, Unsettling the Colonial Places and Spaces of Early Childhood Education reveals how early childhood education is implicated in the colonialist project of predominantly immigrant (post)colonial settler societies. By politicizing the silences around these specifically settler colonialist tensions, it seeks to further unsettle the innocence presumptions of early childhood education and to offer some decolonizing strategies for early childhood practitioners and scholars. Grounding their inquiries in early childhood education, the authors variously engage with postcolonial theory, place theory, feminist philosophy, the ecological humanities and indigenous onto-epistemologies.

The lives and futures of children and animals are linked to environmental challenges associated with the Anthropocene and the acceleration of human-caused extinctions. This book sparks a fascinating interdisciplinary conversation about child-animal relations, calling for a radical shift in how we understand our relationship with other animals and our place in the world. It addresses issues of interspecies and intergenerational environmental justice through examining the entanglement of children's and animal's lives and common worlds. It explores everyday encounters and unfolding relations between children and urban wildlife. Inspired by feminist environmental philosophies and indigenous cosmologies, the book poses a new relational ethics based upon the small achievements of child-animal interactions. It also provides an analysis of animal narratives in children's popular culture. It traces the geo-historical trajectories and convergences of these narratives and of the lives of children and animals in settler-colonised lands. This innovative book brings together the fields of more-than-human geography, childhood studies, multispecies studies, and the environmental humanities. It will be of interest to students and scholars who are reconsidering the ethics of child-animal relations from a fresh perspective.

Unsettling the Colonial Places and Spaces of Early Childhood Education uncovers and interrogates some of the inherent colonialist tensions that are rarely acknowledged and often unwittingly rehearsed within contemporary early childhood education. Through building upon the prior postcolonial interventions of prominent early childhood scholars, Unsettling the Colonial Places and Spaces of Early Childhood Education reveals how early childhood education is implicated in the colonialist project of predominantly immigrant (post)colonial settler societies. By politicizing the silences around these specifically settler colonialist tensions, it seeks to further unsettle the innocence presumptions of early childhood education and to offer some decolonizing strategies for early childhood practitioners and scholars. Grounding their inquiries in early childhood education, the authors variously engage with postcolonial theory, place theory, feminist philosophy, the ecological humanities and indigenous onto-epistemologies.

Youth Work, Early Education, and Psychology re-examines the set of relations generally referred to as working with children and youth. It presents a series of propositions that highlight politicized strategies to working with young people under current conditions of late liberal capitalism.

In this book, a group of researchers and educators consider in detail the possibilities and tensions of curriculum-making in early childhood education. The book discusses a wide range of issues related to postfoundational approaches to curriculum, such as the images of children and educators, pedagogical narrations, reflective practice, transitions and routines, the visual arts, social change, and family-educator involvement in the classroom.

Pedagogical narration is a way of recording ordinary moments of children's play through photos, video, or transcription. Inspired by Reggio Emilia's call to look at documentation as a valuable tool for making learning more visible, pedagogical narration offers an opportunity to move beyond checklists and quick answers to a more complex understanding of how children learn through play, and how teachers might facilitate and support that learning in innovative ways.

Many early childhood educators are familiar with pedagogical narration, but are less clear on how to integrate it into their teaching or practice. This book is designed to help instructors do just that, and to inspire them and their students with new ideas. The book includes both a rationale for the need to critically reflect on early-years education and an outline of the process for doing pedagogical narration in the classroom. It includes stories the authors have collected and discussions of how to use these stories to render a more complex understanding of how children learn. The goal of this cutting-edge work is to create possibilities for alternative childhood pedagogies and to revitalize early childhood education and practice.

This book presents research exploring the potential for postfoundational theories to revitalize discussions in early childhood education. In the past two decades, postfoundation theories (e.g., postmodern, poststructural, feminist, postcolonial, etc.) have revolutionized the field of early childhood education, but at the same time, little has been written about the value and potential of this movement within the context of Canada. Postfoundational theories have the potential to disrupt normalizing early childhood education discourses that create and maintain social inequities, and to respect differences and diversities. Given the importance of diversity in Canada, it seems relevant to explore further how postfoundational theories might transform early childhood education.

This book presents research exploring the potential for postfoundational theories to revitalize discussions in early childhood education. In the past two decades, postfoundation theories (e.g., postmodern, poststructural, feminist, postcolonial, etc.) have revolutionized the field of early childhood education, but at the same time, little has been written about the value and potential of this movement within the context of Canada. Postfoundational theories have the potential to disrupt normalizing early childhood education discourses that create and maintain social inequities, and to respect differences and diversities. Given the importance of diversity in Canada, it seems relevant to explore further how postfoundational theories might transform early childhood education.