Lived Spaces Of Infant-toddler Education And Care: Exploring Diverse Perspectives On Theory, Research And Practice (international Perspectives On Early Childhood Education And Development)
by Linda J. Harrison /
2014 / English / PDF
3.5 MB Download
This book conceptualizes the ‘lived spaces’ of infant and toddler
early education and care settings by bringing together
international authors researching within diverse theoretical
frameworks. It highlights diverse ways of understanding the
experiences of very young children by exposing the ways that the
authors are grappling with the unknown. The work explores broadly
the construct and meanings of ‘lived spaces’ as relational
spaces, interactional spaces, transitional spaces, curriculum
spaces or pedagogical spaces operating within the social,
physical and temporal environment of infant-toddler education
settings. The book invites interchange between and among diverse
theories and approaches and through this build new understanding
of infants’ and toddlers’ experiences and interactions in early
education and care settings. It also considers the implications
of this work for policy and practice in infant and toddler
education and care.
This book conceptualizes the ‘lived spaces’ of infant and toddler
early education and care settings by bringing together
international authors researching within diverse theoretical
frameworks. It highlights diverse ways of understanding the
experiences of very young children by exposing the ways that the
authors are grappling with the unknown. The work explores broadly
the construct and meanings of ‘lived spaces’ as relational
spaces, interactional spaces, transitional spaces, curriculum
spaces or pedagogical spaces operating within the social,
physical and temporal environment of infant-toddler education
settings. The book invites interchange between and among diverse
theories and approaches and through this build new understanding
of infants’ and toddlers’ experiences and interactions in early
education and care settings. It also considers the implications
of this work for policy and practice in infant and toddler
education and care.