Lived Spaces of Infant-Toddler Education and Care

Exploring Diverse Perspectives on Theory, Research and Practice

Nonfiction, Reference & Language, Education & Teaching, Preschool & Kindergarten, Educational Theory, Educational Reform
Cover of the book Lived Spaces of Infant-Toddler Education and Care by , Springer Netherlands
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Author: ISBN: 9789401788380
Publisher: Springer Netherlands Publication: May 5, 2014
Imprint: Springer Language: English
Author:
ISBN: 9789401788380
Publisher: Springer Netherlands
Publication: May 5, 2014
Imprint: Springer
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

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