Lived Spaces of Infant-Toddler Education and Care: Exploring Diverse Perspectives on Theory, Research and Practice (International Perspectives on Early Childhood Education and Development Book 11)

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 Front Matter....Pages i-xxxi Introduction: Exploring Lived Spaces of Infant-Toddler Education and Care....Pages 1-16 Lived Spaces in a Toddler Group: Application of Lefebvre’s Spatial Triad....Pages 17-28 Making This My Space: Infants’ and Toddlers’ Use of Resources to Make a Day Care Setting Their Own....Pages 29-42 Babies in Space....Pages 43-58 Spending Time with Others: A Time-Use Diary for Infant-Toddler Child Care....Pages 59-74 The Birthday Cake: Social Relations and Professional Practices Around Mealtimes with Toddlers in Child Care....Pages 75-88 Playspaces: Educators, Parents and Toddlers....Pages 89-102 Facilitating Intimate and Thoughtful Attention to Infants and Toddlers in Nursery....Pages 103-117 Developing Professional Love in Early Childhood Settings....Pages 119-130 Observing Infants’ and Toddlers’ Relationships and Interactions in Group Care....Pages 131-145 Guided Participation and Communication Practices in Multilingual Toddler Groups....Pages 147-159 Infant Signs Reveal Infant Minds to Early Childhood Professionals....Pages 161-172 What Infants Talk About: Comparing Parents’ and Educators’ Insights....Pages 173-185 Expressing, Interpreting and Exchanging Perspectives During Infant-Toddler Social Interactions: The Significance of Acting with Others in Mind....Pages 187-199 Infants Initiating Encounters with Peers in Group Care Environments....Pages 201-210 A Dialogic Space in Early Childhood Education: Chronotopic Encounters with People, Places and Things....Pages 211-223 Lived Spaces of Infant-Toddler Education and Care: Implications for Policy?....Pages 225-240 Back Matter....Pages 241-244 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 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