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Interactions in Early Childhood Education

Recent Research and Emergent Concepts

Editors: Gunn, Alexandra C, Hruska, Claudia A (Eds.)

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  • Presents an account of research-informed, high-quality early years pedagogical practice
  • Provides information on new approaches to the study of interactions in the early years, across different countries
  • Discusses implications for research practice of work undertaken in early years settings
  • Demonstrates effective research methods for understanding children’s learning through interactions, including in relation to topics such as language, stereotypes, and cultural diversity
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eBook $89.00
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  • ISBN 978-981-10-4879-1
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  • Immediate eBook download after purchase
Hardcover $119.99
price for USA in USD
  • ISBN 978-981-10-4878-4
  • Free shipping for individuals worldwide
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  • Covid-19 shipping restrictions
  • Usually ready to be dispatched within 3 to 5 business days, if in stock
Softcover $119.99
price for USA in USD
  • ISBN 978-981-13-5255-3
  • Free shipping for individuals worldwide
  • Institutional customers should get in touch with their account manager
  • Covid-19 shipping restrictions
  • Usually ready to be dispatched within 3 to 5 business days, if in stock
About this book

This book provides new insights into how interactions in early childhood education are being studied, and into what these studies’ findings mean for improving the quality of early childhood education.  The editors examine the methods, ethics, practices, and questions arising from such close work with children, families and educators, and have brought together a collection that highlights interactions research and practical implications for early childhood education and research, with the ultimate aim of shaping quality practices.

Starting with an overview of interaction research and its pedagogical value in early childhood education the book subsequently introduces new interaction studies in early childhood from Europe and Australasia.  Drawing from a range of perspectives and using different conceptual and methodological tools the contributors use their interactions research to comment collectively on process quality in early childhood education, and its relationship to the phenomenon of pedagogical interactions. The work as a whole bridges the gap between practice and research by addressing quality interactions for early learning (for practitioners) and providing researchers valuable information on methods for studying interactions within the everyday contexts of early childhood education.


About the authors

Claudia A. Hruska is a Professor of Early Childhood Development and Education. She has fundamental expertise in quantitative educational research, (neuro-)psychological and more recently, qualitative research methods. Her work extends across the subject areas of learning, language, development, and quality in early childhood education. She was in the core team NUBBEK (National Study of education and care), which conducted a nation-wide study on quality in home environments and early childhood educational settings in Germany from 2007 to 2013. She recently joined the Leipzig Research Center for Early Child Development.

Alexandra C. Gunn is a Senior Lecturer and Associate Dean of Teacher Education at the University of Otago College of Education.  Formerly an early childhood teacher who worked with children from birth to school age and their families in not-for-profit early childhood education, Alex now researches, writes and teaches in initial teacher education and general education. Her interests include various aspects of inclusion, assessment, gender/sexualities, social justice, and teachers’ beliefs and practices.  She co-edited Sexual Cultures in Aotearoa/New Zealand Education (2015) with the Otago University Press and Te Aotūroa Tātaki – Inclusive Early Childhood Education: Perspectives on social justice and equity from Aotearoa New Zealand (NZCER Press, 2012).


Table of contents (12 chapters)

Table of contents (12 chapters)
  • Interactions and Learning: Overview and Introduction

    Pages 1-6

    Hruska, Claudia A. (et al.)

  • A Conceptual Framework for Early Education: What Micro-sociology Can Contribute to a Theoretically and Empirically Well-Founded Didactic in Early Education

    Pages 7-17

    Klusemann, Hans-Werner

  • Sensitive Responsiveness: An Approach to the Analysis and Improvement of Teacher-Child Interactions in Early Childhood Settings

    Pages 19-36

    Remsperger-Kehm, Regina

  • Children’s Use of Objects in Their Storytelling

    Pages 37-53

    Bateman, Amanda (et al.)

  • Young Children’s Participation in a New Language Context: A Synthesising Analysis for a Holistic Perspective

    Pages 55-68

    Kultti, Anne (et al.)

Buy this book

eBook $89.00
price for USA in USD
  • ISBN 978-981-10-4879-1
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $119.99
price for USA in USD
  • ISBN 978-981-10-4878-4
  • Free shipping for individuals worldwide
  • Institutional customers should get in touch with their account manager
  • Covid-19 shipping restrictions
  • Usually ready to be dispatched within 3 to 5 business days, if in stock
Softcover $119.99
price for USA in USD
  • ISBN 978-981-13-5255-3
  • Free shipping for individuals worldwide
  • Institutional customers should get in touch with their account manager
  • Covid-19 shipping restrictions
  • Usually ready to be dispatched within 3 to 5 business days, if in stock
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Bibliographic Information

Bibliographic Information
Book Title
Interactions in Early Childhood Education
Book Subtitle
Recent Research and Emergent Concepts
Editors
  • Alexandra C Gunn
  • Claudia A Hruska
Copyright
2017
Publisher
Springer Singapore
Copyright Holder
Springer Nature Singapore Pte Ltd.
eBook ISBN
978-981-10-4879-1
DOI
10.1007/978-981-10-4879-1
Hardcover ISBN
978-981-10-4878-4
Softcover ISBN
978-981-13-5255-3
Edition Number
1
Number of Pages
VII, 170
Number of Illustrations
14 b/w illustrations
Topics