Overview
- Is the first book examining becoming in relation to children from birth to three-year-olds
- Provides early childhood educators with an in-depth theoretical understanding of becoming as a concept and how it has been shaped
- Includes specific chapters on New Zealand, Australia, Finland, Norway and Russia
Part of the book series: Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations (POPED, volume 2)
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Table of contents (9 chapters)
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Front Matter
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Back Matter
Keywords
About this book
This book provides a philosophical, socio-political and theoretical understanding of the notion of Becoming in the context of the related concepts, and in contemplation of the notion of Being. Deriving from different traditions from various countries, these concepts act as windows on contemporary early years settings and communities around the world where adults map out infant becomings. This book is a valuable resource for early childhood educators, students, professionals, researchers, and policy makers around the globe who seek to understand the locatedness of infant becomings in space and time.
Authors and Affiliations
About the authors
Prof. Elin Eriksen Ødegaard is the director of KINDknow Research centre at the Western Norway University of Applied Sciences. Her main research interests are early childhood education and teacher education from cultural-historical, dialogical, narrative and anthropological (local and global) approaches.
Niina Rutanen is an Associate Professor in Early Childhood Education at the Faculty of Education and Psychology, University of Jyväskylä, Finland. Her main research interests focus on zero to three-year-old children in early childhood education from socio-cultural and comparative perspectives, and application of spatial approaches in research on early childhood institutions.
Jennifer Sumsion is Emerita Professor of Early Childhood Education at Charles Sturt University, Australia. She has long-standing research interests in early childhood education policy and practice and has published widely in these areas.
Dr. Carl TH Mika is an Associate Professor at the University of Waikato, NZ. He comes from a background in law, indigenous and Maori studies, and has developed a knowledge base in Western philosophy. His current research interests are in the representation of philosophy as a political act for indigenous peoples, and indigenous philosophical theorising generally.
Professor E, Jayne White has a long-standing interest in education, particularly early years pedagogy, spanning over thirty years as a teacher and researcher in Aotearoa NZ. As Associate Dean for Early Childhood Education at RMIT University in Australia, Jayne's work continues to focus onthe complex processes and practices of meaning-making. At the heart of her practice lies a strong emphasis on dialogic pedagogy, and the ways in which teachers can best engage within complex learning relationships with infant learners.
Bibliographic Information
Book Title: The First 1000 Days of Early Childhood
Book Subtitle: Becoming
Authors: Mikhail Gradovski, Elin Eriksen Ødegaard, Niina Rutanen, Jennifer Sumsion, Carl Mika, E. Jayne White
Series Title: Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations
DOI: https://doi.org/10.1007/978-981-32-9656-5
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Singapore Pte Ltd. 2019
Hardcover ISBN: 978-981-32-9655-8Published: 02 January 2020
Softcover ISBN: 978-981-32-9658-9Published: 26 August 2021
eBook ISBN: 978-981-32-9656-5Published: 01 January 2020
Series ISSN: 2509-6680
Series E-ISSN: 2509-6699
Edition Number: 1
Number of Pages: XII, 148
Topics: Early Childhood Education, Infancy and Early Childhood Development, Educational Psychology, Developmental Psychology