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The Resource Studying Babies and Toddlers : Relationships in Cultural Contexts

Studying Babies and Toddlers : Relationships in Cultural Contexts

Label
Studying Babies and Toddlers : Relationships in Cultural Contexts
Title
Studying Babies and Toddlers
Title remainder
Relationships in Cultural Contexts
Creator
Contributor
Subject
Language
eng
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
International Perspectives on Early Childhood Education and Development Ser.
Series volume
v.20
Studying Babies and Toddlers : Relationships in Cultural Contexts
Label
Studying Babies and Toddlers : Relationships in Cultural Contexts
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4805376
Publication
Copyright
Related Contributor
Related Location
Related Agents
Related Authorities
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Contents -- List of Contributors -- About the Authors -- About the Editors -- Chapter 1: A Wholeness Approach to Babies' and Toddlers' Learning and Development -- 1.1 Introduction: Wholeness Approach for Creating Coherence -- 1.2 Valuing Relationships -- 1.3 Dynamic Dialectics -- 1.4 Complex Cultural Worlds -- 1.5 A Wholeness Approach to Study Young Children's Cultural Worlds and Transitions -- 1.5.1 Societal Perspective -- 1.5.1.1 Institutional Perspective -- 1.5.1.2 Individual Perspective -- 1.6 The Babies' Relations to the World -- 1.7 Researching the Babies' World -- 1.8 Conclusion -- References -- Chapter 2: Toddler's Relationships: A Matter of Sharing Worlds -- 2.1 Introduction -- 2.2 The Life-World -- 2.3 Shared Life-Worlds: Worthy to Be Defended -- 2.3.1 Creating Shared Life-Worlds -- 2.3.2 Shared Life-Worlds: Defence and Threats -- 2.4 Shared Life-Worlds: Sympathy -- 2.5 Shared Life-Worlds: Difference and Similarity -- 2.6 Shared Life-Worlds: Part of Young Children's Very Existence -- References -- Chapter 3: The Babies' Perspective: Emotional Experience of Their Creative Acts -- 3.1 Introduction -- 3.2 Perezhivanie: The Babies' Emotional Experience -- 3.3 A Dialogue Commentary: Visual Narrative Methodology to Explain Babies' Emotional Experience -- 3.4 Analysis of Case Examples -- 3.4.1 Case Example 1: Luci's Moon Up High -- 3.4.2 Luci's Social Dynamic Music Environment Setting -- 3.4.3 Affective Moments and Relations in 'Moon Up High' -- 3.4.4 The Music Reciprocity -- 3.4.5 Case Example 2: Elvin's 'If You Are Happy{u2026}' -- 3.4.6 The Social Environment and Situation of Elvin's Awareness of the Song -- 3.4.7 Affective Movements to the Favourite Song -- 3.4.8 The Art of Reciprocity -- 3.4.9 Case Example 3: Silvana's Drum Dance -- 3.4.10 Silvana's Music and Dance in Daily Life Moments -- 3.4.11 Affective Engagement with the Drum Dance
  • 3.4.12 The Reciprocity of Dance -- 3.5 Discussion -- 3.5.1 Babies' Creative Acts Are Culturally Constructed -- 3.5.2 Babies' Perezhivanie in the Creative Acts -- 3.5.3 Taking Babies' Perspective to Provide Reciprocal Emotional Support During the Transitory Moments of Creative Acts -- 3.6 Conclusion -- References -- Chapter 4: Spatial Perspective on Everyday Transitions Within a Toddler Group Care Setting -- 4.1 Introduction -- 4.2 Henri Lefebvre's Spatial Approach -- 4.3 Ethnographic Fieldwork for the Empirical Case -- 4.4 Circle Time -- 4.5 Lunch Time -- 4.6 Discussion: Constructed and Lived-Through Transitions -- References -- Chapter 5: New Mothers Transitioning to Employment: Impact on Infant Feeding Practices -- 5.1 Introduction -- 5.2 Background -- 5.2.1 Infant/Mother Dyad -- 5.2.1.1 Infant Feeding Practices -- 5.2.2 Mother's Transition to Work -- 5.2.3 Infant's Transition to Childcare -- 5.3 The Study -- 5.3.1 Theoretical Framework -- 5.3.2 The Individual as the Focus of Analysis -- 5.3.3 The Interpersonal Focus of Analysis -- 5.3.4 The Cultural-Institutional Focus of Analysis -- 5.3.5 The Research Method and Design -- 5.3.6 Aim -- 5.3.7 Sample -- 5.3.8 Data Generation -- 5.3.9 Data Analysis -- 5.4 Findings -- 5.4.1 Expectations -- 5.4.2 Choices -- 5.4.3 Tensions -- 5.5 Discussion -- 5.6 Implications, Challenges and Limitations -- 5.7 Conclusion -- References -- Chapter 6: Well-Being of Mothers and Young Children in Contexts of Special Health Care -- 6.1 Introduction -- 6.2 An Ecological Perspective -- 6.3 Research Sample -- 6.4 Method -- 6.5 Findings and Discussion -- 6.5.1 Child's Cultural World with Special Health Issues -- 6.5.2 Well-Being Between Mothers and Young Children with Special Health-Care Needs -- 6.5.3 Quality of Relationships and Social Supports -- 6.5.4 Maternal Employment, Work Experiences and Financial Well-Being
  • 6.6 Limitations -- 6.7 Implications of Findings for Future Research -- 6.8 Conclusion -- References -- Chapter 7: Family Child/Day Care Homes as a Cultural Context or World for Babies and Toddlers -- 7.1 Introduction -- 7.2 Eco-Cultural Theory -- 7.3 The Research Projects -- 7.4 Themes: Cultural Models and Ideas About Children's Ages -- 7.4.1 Cultural Models -- 7.4.2 Children's Ages and Cultural Models -- 7.5 Conclusion -- References -- Chapter 8: Intergenerational Conflicts and Transmission of Values in Raising 0-2-Year-Old Chinese Babies -- 8.1 Introduction -- 8.2 Theoretical Framework -- 8.3 Research Design -- 8.3.1 Method -- 8.3.2 Participants -- 8.3.3 Data Analysis -- 8.4 Findings -- 8.4.1 Cooperating with Each Other: Grandparents Respect Parents' Authority -- 8.4.2 Parents Hold the Authority: Parents Stand at the Family Core, While Grandparents Give Up Their Voice -- 8.4.3 Compete for Raising Authority: Parents Stand at the Family Core and Grandparents Seeking Family Voice -- 8.4.4 Avoid Baby-Raising Responsibility: Grandparents Live Independently and Refuse to Take Raising Responsibility -- 8.4.5 Grandparents Hold the Authority: Grandparents Stand at the Family Core and Parents Live in Grandparents' Home -- 8.5 Discussion -- 8.5.1 The Person Holding Authority Has the Power to Define the Boundaries and Identity Standards of Different Role Identities in the Intergenerational Conflicts over Baby-{u00AD}Raising Strategies -- 8.5.2 Social Structure Influences the Status and Authority of the Two Generations in Family -- 8.5.3 The Inequality in Transmission of Values -- 8.6 Conclusion -- References -- Chapter 9: The 'Work of the Eye' in Infant Research: A Visual Encounter -- 9.1 Introduction -- 9.2 The Rapid Rise of Visuality -- 9.3 The Invisibility of the Visual in Infant Research -- 9.4 Invoking the Eye(s)
  • 9.5 Encountering the 'I' Subjectivities as an Effort of Trying -- 9.6 Analysing Language and Its Meanings -- 9.7 The Language of the Eye -- 9.8 A Concluding Proposition for Infant Research (and Practice) -- References -- Chapter 10: Examining the Dynamics of Infant Reciprocity and Affective Fatherhood -- 10.1 Introduction: Dynamics of Interaction -- 10.2 Building a Fence: Jorge and Silvana, Case Example 1 -- 10.2.1 Visual Narrative -- 10.2.2 Dialogue Commentary -- 10.3 Elvin's Kitchen Play with Dad: Case Example 2 -- 10.3.1 Visual Narrative -- 10.3.2 Dialogue Commentary -- 10.4 Playing with Sound: 'Hi Luci', Case Example 3 -- 10.4.1 Visual Narrative -- 10.4.2 Dialogue Commentary -- 10.5 Discussion: Examining the Dynamics of Infant Reciprocity -- 10.5.1 Balancing Playful Intentions -- 10.5.2 Cultural Learning Through Reciprocity -- 10.5.3 Dynamic Relationships -- 10.6 Conclusion -- 10.6.1 A Relational Ontology -- References -- Chapter 11: Applying the Tavistock Method of Observation and Group Reflection to the Study of Babies and Toddlers in Centre-Based Childcare -- 11.1 Introduction -- 11.2 Key Theoretical Concepts Underpinning the Tavistock Method -- 11.2.1 Countertransference -- 11.2.2 Projective Identification -- 11.2.3 Container/Contained -- 11.3 Applying the Tavistock Observation Method to Childcare Settings -- 11.4 Case Study 1: Tuan Aged 18 Months - Countertransference -- 11.4.1 First Observation -- 11.4.2 Seminar Discussion: My Introduction to Countertransference -- 11.4.3 Second Observation -- 11.4.4 Third Observation -- 11.5 Case Study 2: Estelle Aged 42 Months - Projective Identification -- 11.5.1 First Observation -- 11.5.2 Seminar Discussion. How Projective Identification Was Experienced -- 11.5.3 Observation 2 -- 11.5.4 Observation 3 -- 11.6 Case Study 3: Donald Aged 12 Months - Container/Contained -- 11.6.1 First Observation
  • 11.6.2 Second Observation -- 11.6.3 Third Observation -- 11.6.4 Post-observation -- 11.6.5 Seminar Discussion: How Containment Was Experienced -- 11.6.6 Final Observation -- 11.7 Commentary -- 11.8 Concluding Thoughts -- References -- Chapter 12: Transitory Moments as "Affective Moments of Action" in Toddler Play -- 12.1 Introduction -- 12.2 Cultural-Historical Theory -- 12.3 Methodology -- 12.4 Research Context -- 12.5 Case Example -- 12.6 Discussion -- 12.7 Conclusion -- References -- Chapter 13: Relations of Dynamic Aspects of Motives in Infant-Toddler's Play: Enhance Small Science Learning Experience -- 13.1 Introduction -- 13.2 Cultural-Historical Theorisation of Motives in Play and Learning -- 13.3 Study Design -- 13.3.1 Data Collection -- 13.3.2 Data Analysis -- 13.4 Findings -- 13.4.1 Background of the Play Settings -- 13.4.2 The Vignette: Explore Sound Concepts Through Multiple Toys -- 13.4.2.1 Part One: Explore Tiger's Roar Sound -- 13.4.2.2 Interpretation of Part One -- 13.4.3 Part Two: Explore Whistle's Sound, Rattle's Sound and Drum's Sound -- 13.4.3.1 Interpretation of Part Two -- 13.5 Discussions -- 13.5.1 Cultural Relations: Dynamic Aspects of Motives in Play -- 13.5.1.1 The Collective Play Situation as an Activity Setting - Development of Play Motives -- 13.5.1.2 Family as an Institution Creates the Relations to Motivate the Child -- 13.5.1.3 Culture of Family Play as a Societal Demand -- 13.5.1.4 Human Biology as Primary Motives -- 13.5.1.5 Relations with People Motivate the Child -- 13.5.1.6 Small Science Learning Through Dynamic Aspects of Play Motives -- 13.6 Conclusion -- References -- Chapter 14: Emotional Security and Play Engagement of Young Children in Dutch Child Centres: A Story of Explorative Research, Experiments and Educators Testing Hypotheses -- 14.1 Introduction -- 14.2 Emotional Security in Group Settings
  • 14.3 Exploration of Quantitative Relationships
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Extent
1 online resource (237 pages)
Form of item
online
Isbn
9789811031977
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
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remote

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