Young Children Playing: Relational Approaches To Emotional Learning In Early Childhood Settings (international Perspectives On Early Childhood Education And Development)
by Sophie Jane Alcock /
2016 / English / PDF
2 MB Download
The subject of this book is young children’s emotional-social
learning and development within early childhood care and education
settings in Aotearoa-New Zealand. The focus on emotional complexity
fills a gap in early childhood care and education research where
young children are frequently framed narrowly as ‘learners,’
ignoring the importance of emotional functioning and the feelings
with which children make sense of themselves and the world. This
book draws on original data in the form of narrative-like framed
events to creatively illustrate the complexities in children’s
diverse ways of feeling, thinking, playing, being, and becoming.
Events illuminate the feelings and meanings of observed experiences
in holistic and contextualised gestalts. Awareness of unconscious
processes, the feeling of feelings, and cultural dimensions of
development and meaning-making are addressed. The book emphasises
the emergent and psychodynamic nature of children’s development and
learning with strong links to the role of play and playfulness in
the events, drawing on two ethnographically inspired research
projects that present theory, experience and practice in real-life
events.
The subject of this book is young children’s emotional-social
learning and development within early childhood care and education
settings in Aotearoa-New Zealand. The focus on emotional complexity
fills a gap in early childhood care and education research where
young children are frequently framed narrowly as ‘learners,’
ignoring the importance of emotional functioning and the feelings
with which children make sense of themselves and the world. This
book draws on original data in the form of narrative-like framed
events to creatively illustrate the complexities in children’s
diverse ways of feeling, thinking, playing, being, and becoming.
Events illuminate the feelings and meanings of observed experiences
in holistic and contextualised gestalts. Awareness of unconscious
processes, the feeling of feelings, and cultural dimensions of
development and meaning-making are addressed. The book emphasises
the emergent and psychodynamic nature of children’s development and
learning with strong links to the role of play and playfulness in
the events, drawing on two ethnographically inspired research
projects that present theory, experience and practice in real-life
events.