Disrupting Early Childhood Education Research critically interrogates the traditional foundations of early childhood research practices to disrupt the status quo through imaginative, cutting-edge research in diverse U.S. and international contexts.
Inhaltsverzeichnis
Series Editor Introduction
Nicola Yelland
Foreword
Peter Moss
Chapter 1: Reaching Toward the Possible
Jeanne Marie Iorio and Will Parnell
Section 1: New Theoretical and Methodological Imaginings
Chapter 2: Research as an ethic of welcome and relationship: Pedagogical documentation in Reggio Emilia, Italy
Stefania Giamminuti
Chapter 3: Theorizing what it means to be pedagogical in (the) early years (of) teaching
Sandy Farquhar and Marek Tesar
Chapter 4: Critiquing traditional colonial practices in teacher education: Interpreting normative practices through visual culture analyses
Richard T. Johnson
Chapter 5: Parents as Producers of Enduring Knowledge Through Inquiry
Paige M. Bray and Erin M. Kenney
Section 2: Democratizing the Research Process
Chapter 6: (Re)imagining Participant Observation with Preschool Children
Allison Sterling Henward
Chapter 7: Words and Bodies: Reimagining Narrative Data in a Toddler Classroom
Emmanuelle N. Fincham
Chapter 8: "I am writing notes too": Rethinking children's roles in ethnographic research
Ysaaca D. Axelrod
Section 3: Critical Issues in Early Childhood Research from New Perspectives
Chapter 9: Current Playworld Research in Sweden: Rethinking the Role of Young Children and their Teachers in the Design and Execution of Early Childhood Research
Beth Ferholt, Monica Nilsson, Anders Jansson and Karin Alnervik
Chapter 10: Imagining children's strengths as they start school
Sue Dockett and Bob Perry
Chapter 11: "To Have or not to Have" at School: Action Research on Early Childhood Education in Galicia (Spain).
Concepcion Sánchez-Blanco
Chapter 12: One Test is Not Enough: Getting to Really Know Your Students
Sandra L Osorio
List of Contributors
Index
