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The Resource Under-Three Year Olds in Policy and Practice

Under-Three Year Olds in Policy and Practice

Under-Three Year Olds in Policy and Practice
Under-Three Year Olds in Policy and Practice
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Policy and Pedagogy with under-Three Year Olds: Cross-disciplinary Insights and Innovations Ser
Under-Three Year Olds in Policy and Practice
Under-Three Year Olds in Policy and Practice
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  • 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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