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© 2014

Lived Spaces of Infant-Toddler Education and Care

Exploring Diverse Perspectives on Theory, Research and Practice

  • Linda J. Harrison
  • Jennifer Sumsion

Benefits

  • Conceptualizes the “lived spaces” of infant and toddler early education and care settings

  • Highlights diverse ways of understanding the experiences of very young children

  • Considers implications for policy and practice in infant and toddler education and care

Book

Table of contents

  1. Front Matter
    Pages i-xxxi
  2. Jennifer Sumsion, Linda J. Harrison
    Pages 1-16
  3. Jennifer Sumsion, Tina Stratigos, Ben Bradley
    Pages 43-58
  4. Linda J. Harrison, Sheena Elwick, Claire D. Vallotton, Gregor Kappler
    Pages 59-74
  5. Robyn Dolby, Eilish Hughes, Belinda Friezer
    Pages 89-102
  6. James Elicker, Karen M. Ruprecht, Treshawn Anderson
    Pages 131-145
  7. Anne Kultti, Ingrid Pramling Samuelsson
    Pages 147-159
  8. Claire D. Vallotton, Tamesha Harewood, Ashley Karsten, Kalli B. Decker
    Pages 161-172
  9. Sharynne McLeod, Sheena Elwick, Tina Stratigos
    Pages 173-185
  10. Back Matter
    Pages 241-244

About this book

Introduction

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 understandings 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.

‘The strength of this manuscript is the international gathering of studies on infants and toddlers in ECEC, where the children are considered active participants and agents in their own lives.’
Camilla Björklund, Department of Education, Communication and Learning, University of Gothenburg, Sweden
‘The strongest aspect of the work is the confidence shown in each chapter. The book is a celebration of expertise from a variety of perspectives. It would be required reading for anyone with a special interest in young children.’
Jane Bone, Faculty of Education, Monash University, Frankston, Victoria, Australia

 

 

Keywords

cognitive stimulation in infant-toddler education and care construct and meaning of "lived spaces" cross-national perspectives embodied experience emotion in in infant-toddler education and care infant-toddler education and care settings infants' and toddlers' experiences and interactions language and communication in infant-toddler education and care lived experience perceived space play in infant-toddler education and care policy and practice in infant-toddler education and care professional practice in infant-toddler education and care professional reflection in infant-toddler education and care quality infant-toddler education and care relational space relationships in infant-toddler education and care research in infant-toddler education and care routines in infant-toddler education and care social, physical and temporal environment theoretical, philosophical, practice and policy frameworks theories of infant-toddler education and care

Editors and affiliations

  • Linda J. Harrison
    • 1
  • Jennifer Sumsion
    • 2
  1. 1.Research Institute for Professional Practice, Learning and EducationCharles Sturt UniversityBathurstAustralia
  2. 2.Research Institute for Professional Practice, Learning and EducationCharles Sturt UniversityBathurstAustralia

Bibliographic information

  • Book Title Lived Spaces of Infant-Toddler Education and Care
  • Book Subtitle Exploring Diverse Perspectives on Theory, Research and Practice
  • Editors Linda J. Harrison
    Jennifer Sumsion
  • Series Title International perspectives on early childhood education and development
  • Series Abbreviated Title Int.persp.early childhood
  • DOI https://doi.org/10.1007/978-94-017-8838-0
  • Copyright Information Springer Science+Business Media Dordrecht 2014
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law Education (R0)
  • Hardcover ISBN 978-94-017-8837-3
  • Softcover ISBN 978-94-024-0109-7
  • eBook ISBN 978-94-017-8838-0
  • Series ISSN 2468-8746
  • Series E-ISSN 2468-8754
  • Edition Number 1
  • Number of Pages XXXI, 244
  • Number of Illustrations 14 b/w illustrations, 0 illustrations in colour
  • Topics Early Childhood Education
    Educational Policy and Politics
    Educational Psychology
  • Buy this book on publisher's site

Reviews

‘The strength of this manuscript is the international gathering of studies on infants and toddlers in ECEC, where the children are considered active participants and agents in their own lives. The chapters in the book bring fore both the adults' and the children's perspectives and most valuable are the efforts to bring these perspectives together, presented and discussed in projects and programs conducted in early childhood practices. Methodologies used in the studies described in each chapter welcome a broad spectrum of methods for data collection and analysis. Both quantitative and qualitative ways to present observations are used, which altogether give the reader a comprehensive view of the toddlers' lives in childcare.’

Camilla Björklund, Department of Education, Communication and Learning, University of Gothenburg, Sweden

‘The strongest aspect of the work is the confidence shown in each chapter. The authors have been supported through a process of peer support and dialogue to showcase a specialization. Each contributor takes a specific viewpoint based on well-established theoretical or philosophical perspectives and explores concepts and ideas deeply and in detail in relation to a closely observed interaction or experience from the everyday life of a young child in contemporary early childhood settings.  

The focus on infants and toddlers is always a valuable contribution to a marginalized field in early childhood education. The book would be important for any student, lecturer or researcher who wished to proceed in this field.

This is the kind of book I would use as a lecturer, I would use chapters as readings for students and it would be highly recommended for researchers. It is a book for University Libraries and would be required reading for anyone with a special interest in young children. It is also interesting reading for anyone who wished to extend their understanding of a specific theorist.’

Jane Bone, Faculty of Education, Monash University, Frankston, Victoria, Australia