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The Resource Under-Three Year Olds in Policy and Practice

Under-Three Year Olds in Policy and Practice

Label
Under-Three Year Olds in Policy and Practice
Title
Under-Three Year Olds in Policy and Practice
Creator
Contributor
Subject
Language
eng
Member of
Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Policy and Pedagogy with under-Three Year Olds: Cross-disciplinary Insights and Innovations Ser
Under-Three Year Olds in Policy and Practice
Label
Under-Three Year Olds in Policy and Practice
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4721338
Publication
Copyright
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Related Agents
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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
  • Prologue -- New Science and Old Wisdom: Reforming,Again, the Education and Care of Early Years -- References -- Contents -- Contributors -- Chapter 1: Policy and Pedagogy for Birth-to-Three Year Olds -- Introduction -- Why Children Up to Three Years and Why Now? -- Why Policy? -- Why Pedagogy? -- Pedagogy and Policy-A Relational Encounter -- Part One: Foregrounding Pedagogy -- Part Two: Foregrounding Policy -- Towards a New Kind of Scholarship? -- References -- Part I: Foregrounding Pedagogy -- Chapter 2: Intersubjectivity in the Imagination and Feelings of the Infant: Implications for Education in the Early Years -- Story-Telling from Birth: Making Sense of Experience in Non-{u00AD}verbal Narrative -- Philosophy of Meaning: A Phenomenological Approach to a Brain Science of Infant Intersubjectivity and Its Motor Intelligence -- Genesis of Conventional Meaning Learned in Shared Experience with Infant -- Communication of Interests and Feelings in Proto-{u00AD}Conversational Narratives at Two Months: Educating Motherese -- Exchanges in Dialogues of Imitation with Newborns -- Development of Narrative Rituals in Play, and Playful Sharing of Objects in Unexpected Ways -- Sympathetic Rhythms of Communicative Musicality in Proto-{u00AD}Conversations, Action Games and Nursery Songs -- Secondary Intersubjectivity Leading to Speech -- Infants and Toddlers as Personalities: Pride and Shame in Presentation of an Imaginative Self to Others -- Reforming Educational Practice for Early Years with the Evidence from Infancy -- Modern Prescriptions for Accepting Natural Impulses for Learning -- References -- Chapter 3: A 'Good Life' for Infants in Early Childhood Education and Care? The Place of Well-Being in ECEC Curriculum, Pedagogy and Policy -- Introduction -- Well-Being and Its Meanings -- Hedonic and Eudaimonic Understandings of Well-Being -- Hedonia and Well-Being in ECEC
  • Eudaimonia and Well-Being in ECEC -- Well-Being in ECEC for Infants: An Aotearoa New Zealand Case -- Concluding Remarks -- References -- Chapter 4: Care, Upbringing and Teaching in 'Horizontal' Transitions in Toddler Day-Care Groups -- Introduction -- Horizontal Transitions in Early Childhood Education -- Care, Upbringing and Teaching: Three Overlapping Dimensions of Early Childhood Education -- Ethnographic Data and Illustrative Examples -- Identification and Analysis of Care, Upbringing and Teaching During Horizontal Transitions -- NEED - A Transition Based on Explicit Initiatives by Children -- MOTIVATIONAL - The Educator Assists Children to Elaborate Their Activities -- INTERVENTION - The Educator Directs Children's Attention from One Activity to Another -- AGENDA - The Educator Pursues a Pre-planned Activity -- ROUTINE - The Educator Engages Children in Routine Activities -- SPONTANEITY - New Activity Based on An Unplanned Idea -- Discussion and Concluding Words -- References -- Chapter 5: Toddlers' Participation in Joint Activities with Peers in nido -- Social Processes Among a toddlers' Group During  the Day in nido -- Studying Toddlers' Social Experience with Peers in ECEC -- The Observations -- A Vibrant Social Situation -- Children's Participation in Joint Activities -- Discussion and Conclusions -- References -- Chapter 6: The Richness of Everyday Moments: Bringing Visibility to the Qualities of Care Within Pedagogical Spaces -- Introduction -- Research Design -- Building Upon the Narrative of Care -- The Quotidian as a Way to Examine Everyday Practices in Pedagogical Spaces -- The Potentiality of Moments -- Educators and Children Creating Contexts and Cultures Together -- To Be Part of Something Bigger Than Ourselves -- The Mutual Gaze of Care -- Conclusion -- References
  • Chapter 7: Supporting Concordant Intersubjectivity and Sense of 'Belonging' for Under Three-Year-Olds in Early Years Settings -- Concordant Intersubjectivity -- Discordant Intersubjectivity -- Intersubjective Experience in Early Years Settings -- Intersubjective Conversations -- Effective Interactions -- Future Directions -- References -- Part II: Foregrounding Policy -- Chapter 8: Tensions and Challenges in Professional Practice with Under-Threes: A New Zealand Reflection on Early Childhood Professionalism as a Systemic Phenomenon -- Introduction -- Professionalism in EC Provision for Under-Three Year Olds in NZ: A Historical Overview -- Tensions and Challenges to Professional Practice Within an Unsupportive Policy Infrastructure -- Project 1: Under-Three Year Olds in Kindergartens -- Project 2: Infants and Toddlers as Learners: Pedagogy in the First Years -- Tensions in the Teachers' Views of the Child -- Tensions in Teachers' Views of Their Pedagogical Role in Children's Learning -- Enacting Professional Practice -- Concluding Thoughts -- References -- Chapter 9: Educators' Perspectives on Attachment and Professional Love in Early Years Settings in England -- Introduction -- Love in a Cold Climate: Constructions of Care, Intimacy and Love -- Relationships and Love -- Overview of the Professional Love in Early Years Settings (PLEYS) Project -- The Study Findings -- Implications for Educators, Children and Families -- Conclusion -- References -- Chapter 10: Babyroom Workers: Care in Practice -- Introduction -- The Value of Care and the 'Governance' of Motherhood -- The Projects -- The Performance of Care -- The Needs of Babies and Toddlers in Daycare Contexts -- What We Know That Practitioners Need in Order to Care -- Uncomfortable Learning Spaces -- References
  • Chapter 11: Influences on U.S. Higher Education Programs Educating the Infant-Toddler Workforce -- Introduction -- The U.S. Context in International Perspective -- The U.S. Context: Federal Funding for Infants and Toddlers -- The U.S. State Context: Defining Credentials and Certifications Requirements -- Variation Among Institutions of Higher Education Programs -- Themes: Influences on How IHE Educate the Infant/Toddler Workforce -- Higher Education Programs Respond to State-Level Policies -- Higher Education Programs Respond to Market Demands -- Higher Education Programs Respond to the History of Early Childhood Within Their Institutions and Disciplines of Faculty -- Higher Education Programs Are Shaped by the Difficulty in Finding High-Quality Settings for Field Experiences -- Concluding Thoughts on Future Opportunities/Challenges for Higher Education Programs Preparing the Infant/Toddler Workforce -- References -- Chapter 12: Family Day Care: The Trilemma of Professionalisation, Sustainability and Fairness in Flanders, France and Germany -- A Historical Hindsight -- A Series of Unfortunate Events? -- The Downturn of Child Care as a Public Good -- The Trilemma (Part I): Tensions Between Quality, Sustainability and Fairness -- Flanders, France and Germany in Focus -- The Logic of No Alternative? -- The Trilemma (Part II): Bringing Quality, Sustainability and Fairness Together -- References -- Chapter 13: A Quality Framework for Early Childhood Practices in Services for Children Under Three Years of Age: Starting Regionally - Moving Globally -- Introduction -- Challenges in Developing the Framework -- Piloting the Quality Framework -- Results of the Pilot -- Policy Level -- Governance Level -- Practice Level -- Conclusion -- Annex -- References
  • Chapter 14: Provision for 'Under 3s' in Australian Early Childhood Education and Care Policy Commitments: A Metaphorical Canary in the Coal Mine? -- Introduction -- The Australian Political and Policy Context 2007-2015 -- Events and Order-Words -- Event #1: Under 3s and the Early Years Learning Framework (EYLF) -- Event #2: The Productivity Commission's Recommendations -- Concluding Thoughts -- References -- Biographies
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{'f': 'http://opac.lib.rpi.edu/record=b4386351'}
Extent
1 online resource (226 pages)
Form of item
online
Isbn
9789811022753
Media category
computer
Media MARC source
rdamedia
Media type code
c
Sound
unknown sound
Specific material designation
remote

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