Disrupting Early Childhood Education Research critically interrogates the traditional foundations of early childhood research practices to disrupt the status quo through imaginative, cutting-edge research in diverse U.S. and international contexts.
Disrupting Early Childhood Education Research critically interrogates the traditional foundations of early childhood research practices to disrupt the status quo through imaginative, cutting-edge research in diverse U.S. and international contexts.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Will Parnell is Associate Professor of Education and a pedagogical liaison to the Helen Gordon Child Development Center at Portland State University, USA. He also coordinates the master's in early childhood education for the Graduate School of Education's Curriculum and Instruction Department. Jeanne Marie Iorio is a Senior Lecturer in Early Childhood Education at Victoria University, Melbourne, Australia.
Inhaltsangabe
Series Editor Introduction Nicola Yelland Foreword Peter Moss Chapter 1: Reaching Toward the Possible Jeanne Marie Iorio and Will Parnell Section 1: New Theoretical and Methodological Imaginings Chapter 2: Research as an ethic of welcome and relationship: Pedagogical documentation in Reggio Emilia, Italy Stefania Giamminuti Chapter 3: Theorizing what it means to be pedagogical in (the) early years (of) teaching Sandy Farquhar and Marek Tesar Chapter 4: Critiquing traditional colonial practices in teacher education: Interpreting normative practices through visual culture analyses Richard T. Johnson Chapter 5: Parents as Producers of Enduring Knowledge Through Inquiry Paige M. Bray and Erin M. Kenney Section 2: Democratizing the Research Process Chapter 6: (Re)imagining Participant Observation with Preschool Children Allison Sterling Henward Chapter 7: Words and Bodies: Reimagining Narrative Data in a Toddler Classroom Emmanuelle N. Fincham Chapter 8: "I am writing notes too": Rethinking children's roles in ethnographic research Ysaaca D. Axelrod Section 3: Critical Issues in Early Childhood Research from New Perspectives Chapter 9: Current Playworld Research in Sweden: Rethinking the Role of Young Children and their Teachers in the Design and Execution of Early Childhood Research Beth Ferholt, Monica Nilsson, Anders Jansson and Karin Alnervik Chapter 10: Imagining children's strengths as they start school Sue Dockett and Bob Perry Chapter 11: "To Have or not to Have" at School: Action Research on Early Childhood Education in Galicia (Spain). Concepcion Sánchez-Blanco Chapter 12: One Test is Not Enough: Getting to Really Know Your Students Sandra L Osorio List of Contributors Index
Series Editor Introduction Nicola Yelland Foreword Peter Moss Chapter 1: Reaching Toward the Possible Jeanne Marie Iorio and Will Parnell Section 1: New Theoretical and Methodological Imaginings Chapter 2: Research as an ethic of welcome and relationship: Pedagogical documentation in Reggio Emilia, Italy Stefania Giamminuti Chapter 3: Theorizing what it means to be pedagogical in (the) early years (of) teaching Sandy Farquhar and Marek Tesar Chapter 4: Critiquing traditional colonial practices in teacher education: Interpreting normative practices through visual culture analyses Richard T. Johnson Chapter 5: Parents as Producers of Enduring Knowledge Through Inquiry Paige M. Bray and Erin M. Kenney Section 2: Democratizing the Research Process Chapter 6: (Re)imagining Participant Observation with Preschool Children Allison Sterling Henward Chapter 7: Words and Bodies: Reimagining Narrative Data in a Toddler Classroom Emmanuelle N. Fincham Chapter 8: "I am writing notes too": Rethinking children's roles in ethnographic research Ysaaca D. Axelrod Section 3: Critical Issues in Early Childhood Research from New Perspectives Chapter 9: Current Playworld Research in Sweden: Rethinking the Role of Young Children and their Teachers in the Design and Execution of Early Childhood Research Beth Ferholt, Monica Nilsson, Anders Jansson and Karin Alnervik Chapter 10: Imagining children's strengths as they start school Sue Dockett and Bob Perry Chapter 11: "To Have or not to Have" at School: Action Research on Early Childhood Education in Galicia (Spain). Concepcion Sánchez-Blanco Chapter 12: One Test is Not Enough: Getting to Really Know Your Students Sandra L Osorio List of Contributors Index
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