Reframing the Everyday in Early Childhood Pedagogy (eBook, PDF)

Conceptualising the Mundane
Redaktion: Myers, Casey Y.; Tesar, Marek; Hostler, Rochelle L.; Smith, Kylie

• Format: PDF

Produktbeschreibung

By attending to the daily events that are often overlooked and considerably under-theorized, this insightful text highlights the complexity of the everyday in early childhood settings. Contributions to this edited collection are organized to follow the chronology of a school day.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 170
• Erscheinungstermin: 2. August 2023
• Englisch
• ISBN-13: 9781000921809
• Artikelnr.: 68292310

Autorenporträt

Casey Y. Myers is Co-founder of Watershed Early Years. An award-winning scholar, her professional interests include posthumanism, new materialism, and post-qualitative inquiry in relation to children's everyday lives in school, as well as children's ethical participation in community-based research. Kylie Smith is Professor of Early Childhood Studies at the Melbourne Graduate School of Education, University of Melbourne. Her research focuses on pedagogies for social justice in early childhood. Kylie draws on participatory research methods and feminist theories to research and learn with children, families, teachers, and communities Rochelle L. Hostler is Co-founder of Watershed Early Years. Her professional interests include progressive social-constructivist early childhood education, critical interrogation of curriculum and pedagogy, and research involving children's school life. Marek Tesar is Head of School and Associate Dean International at the University of Auckland. He is also the director of the Centre for Global Childhoods. His scholarship focuses on early childhood education and childhood studies in both New Zealand and cross-country contexts.

Inhaltsangabe

1. Unlocking/Lights On: Attending to the every/day 2. Welcoming: Acts of
(be)coming together 3. Washing up: Handwashing as an embodied practice in
preschool bathrooms 4. Snacktime: The "both/and" of an in-between praxis 5.
(Un)dressing: An ethical consideration of children's participation in
dressing to be outside 6. Queueing and waiting: Reconceptualizing the
still, silent line 7. Moving through the hallway: More-than-human relations
in liminal spaces 8. Going outside - going inside: Negotiating cultural
complexities and tensions 9. Eating lunch: Toddlers' lunchtime
entanglements 10. Toileting: Entanglements of curriculum and care in the
toddler classroom 11. Sleeping and Rest: Encounters with sleep/time 12.
Tidying up: Rethinking "ryddetid" as democratic practices in early
childhood institutions 13. Saying good-bye: Theorising fleeting
disconnections 14. Locking up/Lights Off: Envisioning a mundane early
childhood praxis