Interactions and Learning: Overview and Introduction

Abstract

This book considers the place and utility of interactions as a basis for learning in early years education and care. Of increasing interest to scholars and practitioners of early education, interactions are an important aspect of process quality that can give us insights into how and why learning is supported or hindered in the early years. In the broad sense, this book is concerned with understanding how we might recognise educational environments that foster learning and support pedagogical practices based upon quality human relationships and interactions between children, people and things in early childhood education. We are interested in exploring: what is it in relationships between children, families and professionals that sustain learning and development in early years? How are interaction partners affording each other opportunities for learning or working together to advance learning? How can educators in the early years take insights from interaction research into practice and improve the quality of pedagogical practices?