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Author: Deborah Albon Publisher: Routledge ISBN: 1136211551 Category : Education Languages : en Pages : 160
Book Description
Negotiating Adult–Child Relationships in Early Childhood Research presents a substantive critique of technicist and neoliberal approaches to ethics through an exploration of the complicated and often ‘messy’ situations faced in negotiating relationships in research with children. Despite growing acknowledgement of their centrality, relationships between adult researchers and very young participants have been neglected and under-theorised, and in response, this book offers a comprehensive conceptualisation of adult–child research relationships through examination of questions, including: How do power and inequity impact on adult–child research relationships? What does it mean for relationships when researchers ‘intervene’ in the field? How do bodies matter in research relationships? What does an emphasis on relationships with young children mean for the research process? Drawing on data from their own research, the authors contend that relationships are part of a wider web of social relations and space–time configurations. They propose and develop a relational ethics of answerability and social justice, inspired by the work of Bakhtin and, in addition, explore the way material bodies come to matter, the ambiguity of consent in educator-research, and the risks and possibilities of research relationships. Chapters include innovative formulations of reciprocity, ‘sensing practices’, and political-ethical responsibility. This book contributes to current debates about research with young children, offering an incisive and thorough exploration of the importance of relationships to the research process. Relevant for international audiences, this book is essential reading for early childhood students and educators, researchers, and lecturers with an interest in research with children.
Author: Deborah Albon Publisher: Routledge ISBN: 1136211551 Category : Education Languages : en Pages : 160
Book Description
Negotiating Adult–Child Relationships in Early Childhood Research presents a substantive critique of technicist and neoliberal approaches to ethics through an exploration of the complicated and often ‘messy’ situations faced in negotiating relationships in research with children. Despite growing acknowledgement of their centrality, relationships between adult researchers and very young participants have been neglected and under-theorised, and in response, this book offers a comprehensive conceptualisation of adult–child research relationships through examination of questions, including: How do power and inequity impact on adult–child research relationships? What does it mean for relationships when researchers ‘intervene’ in the field? How do bodies matter in research relationships? What does an emphasis on relationships with young children mean for the research process? Drawing on data from their own research, the authors contend that relationships are part of a wider web of social relations and space–time configurations. They propose and develop a relational ethics of answerability and social justice, inspired by the work of Bakhtin and, in addition, explore the way material bodies come to matter, the ambiguity of consent in educator-research, and the risks and possibilities of research relationships. Chapters include innovative formulations of reciprocity, ‘sensing practices’, and political-ethical responsibility. This book contributes to current debates about research with young children, offering an incisive and thorough exploration of the importance of relationships to the research process. Relevant for international audiences, this book is essential reading for early childhood students and educators, researchers, and lecturers with an interest in research with children.
Author: Deborah Albon Publisher: Routledge ISBN: 9780203095126 Category : EDUCATION Languages : en Pages : 153
Book Description
"Negotiating Adult-Child Relationships in Early Childhood Research discusses the technical implementation of ethics in research with children through an exploration of the complicated and often 'messy' situations faced in negotiating relationships in research with children. Despite growing acknowledgement of their centrality, relationships between adult researchers and very young participants have been neglected and under-theorised. In response, this book offers a comprehensive conceptualisation of adult-child research relationships through examination of questions, including: - How do power and inequity impact on adult-child research relationships? - What does it mean for relationships when researchers 'intervene' in the field? - How do bodies matter in research relationships? - What does an emphasis on relationships with young children mean for the research process? Drawing upon data and case studies from the authors' own research to support the conceptual ideas under discussion, this insightful new book contributes to current debates about research with young children, offering a thorough exploration of the importance of relationships to the research process. Relevant for international audiences, this book is essential reading for early childhood students and educators, researchers, and lecturers with an interest in research with children, and will further the debate of early years research for undergraduate and postgraduate students alike"--
Author: Penny Mukherji Publisher: SAGE ISBN: 1473909287 Category : Education Languages : en Pages : 345
Book Description
Packed full of even more examples of research methods in practice, this second edition now comes with a fantastic website giving you all you need to understand research methods in early childhood. With new case studies and reflective tasks throughout, this bestselling textbook covers all you need to know about undertaking research in early childhood, including action research, ethics and doing your research project. Online, you’ll find: - Quizzes to test your methods knowledge - Free journal articles with accompanying activities to broaden understanding and develop critical thinking - Useful web links as well as videos of the authors answering FAQs about research If you are undertaking research in early childhood then this book is for you. ? Penny Mukherji and Deborah Albon will be discussing ideas from Research Methods in Early Childhood in the SAGE Early Years Masterclass, a free professional development experience hosted by Kathy Brodie. To sign up, or for more information, click here.
Author: National Research Council Publisher: National Academies Press ISBN: 0309069882 Category : Social Science Languages : en Pages : 610
Book Description
How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.
Author: National Academies of Sciences, Engineering, and Medicine Publisher: National Academies Press ISBN: 0309388570 Category : Social Science Languages : en Pages : 525
Book Description
Decades of research have demonstrated that the parent-child dyad and the environment of the familyâ€"which includes all primary caregiversâ€"are at the foundation of children's well- being and healthy development. From birth, children are learning and rely on parents and the other caregivers in their lives to protect and care for them. The impact of parents may never be greater than during the earliest years of life, when a child's brain is rapidly developing and when nearly all of her or his experiences are created and shaped by parents and the family environment. Parents help children build and refine their knowledge and skills, charting a trajectory for their health and well-being during childhood and beyond. The experience of parenting also impacts parents themselves. For instance, parenting can enrich and give focus to parents' lives; generate stress or calm; and create any number of emotions, including feelings of happiness, sadness, fulfillment, and anger. Parenting of young children today takes place in the context of significant ongoing developments. These include: a rapidly growing body of science on early childhood, increases in funding for programs and services for families, changing demographics of the U.S. population, and greater diversity of family structure. Additionally, parenting is increasingly being shaped by technology and increased access to information about parenting. Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been effective with parents of young children and that support the identified knowledge, attitudes, and practices; and barriers to and facilitators for parents' use of practices that lead to healthy child outcomes as well as their participation in effective programs and services. This report makes recommendations directed at an array of stakeholders, for promoting the wide-scale adoption of effective programs and services for parents and on areas that warrant further research to inform policy and practice. It is meant to serve as a roadmap for the future of parenting policy, research, and practice in the United States.
Author: Grace Spencer Publisher: Emerald Group Publishing ISBN: 1800434022 Category : Social Science Languages : en Pages : 284
Book Description
This international and multi-disciplinary edited collection unpacks some of the ethical complexities of conducting research with children and young people. The chapters in the volume offer an applied perspective to navigating contemporary and complicated ethical issues that can arise in the field of childhood and youth-centred research.
Author: Daniel Thomas Cook Publisher: SAGE ISBN: 1529721954 Category : Social Science Languages : en Pages : 4171
Book Description
The SAGE Encyclopedia of Children and Childhood Studies navigates our understanding of the historical, political, social and cultural dimensions of childhood. Transdisciplinary and transnational in content and scope, the Encyclopedia both reflects and enables the wide range of approaches, fields and understandings that have been brought to bear on the ever-transforming problem of the "child" over the last four decades This four-volume encyclopedia covers a wide range of themes and topics, including: Social Constructions of Childhood Children’s Rights Politics/Representations/Geographies Child-specific Research Methods Histories of Childhood/Transnational Childhoods Sociology/Anthropology of Childhood Theories and Theorists Key Concepts This interdisciplinary encyclopedia will be of interest to students and researchers in: Childhood Studies Sociology/Anthropology Psychology/Education Social Welfare Cultural Studies/Gender Studies/Disabilty Studies
Author: Kathy Brodie Publisher: SAGE ISBN: 1526447673 Category : Education Languages : en Pages : 234
Book Description
This special book contains the transcripts of the SAGE Early Years Masterclass 2018 interviews, conducted by Kathy Brodie. The interviewees provide fascinating and thought-provoking insights into the rich area of children's learning and development. Taken together, the interviews cover key areas of Early Years theory and practice. They are presented in the same order as the Masterclass, allowing you to follow as you watch the interviews. David Whitebread, Developmental Psychology and Early Childhood Education Sean MacBlain, Contemporary Childhood Sue Waite, Children Learning Outside the Classroom Lorna Arnott, Digital Technologies and Learning Jackie Musgrave, Supporting Children's Health and Wellbeing Cath Arnold, Involving Parents in their Children's Learning Kathryn Peckham, Developing School Readiness Guy Roberts-Holmes, Doing Your Early Years Research Project Sara Knight, Forest School in Practice Ioanna Palaiologou, The Early Years Foundation Stage Julian Grenier, Successful Ofsted Inspections and team-building Penny Mukherji & Deborah Albon, Research Methods in Early Childhood
Author: Jeanne Marie Iorio Publisher: Routledge ISBN: 1315297353 Category : Education Languages : en Pages : 295
Book Description
Meaning Making in Early Childhood Research asks readers to rethink research in early childhood education through qualitative research practices reflective of arts-based pedagogies. This collection explores how educators and researchers can move toward practices of meaning making in early childhood education. The text’s narrative style provides an intimate portrait of engaging in research that challenges assumptions and thinking in a variety of international contexts, and each chapter offers a way to engage in meaning making based on the experiences of young children, their families, and educators.
Author: Francesca Vaghi Publisher: Taylor & Francis ISBN: 1003802249 Category : Health & Fitness Languages : en Pages : 134
Book Description
This book is about food and feeding in early childhood education and care, offering an exploration of the intersection of children’s food, education, family intervention, and public health policies. The notion of ‘good’ food for children is often communicated as a matter of common sense by policymakers and public health authorities; yet the social, material, and practical aspects of feeding children are far from straightforward. Drawing on a detailed ethnographic study conducted in a London nursery and children’s centre, this book provides a close examination of the practices of childcare practitioners, children, and parents, asking how the universalism of policy and bureaucracy fits with the particularism of feeding and eating in the early years. Looking at the unintended consequences that emerged in the field, such as contradictory public health messaging and arbitrary policy interventions, the book reveals the harmful assumptions about disadvantaged groups that are perpetuated in policy discourse, and challenges the constructs of individual choice and responsibility as main determinants of health. Children’s food practices at the nursery are examined to explore the notion that, whilst for adults it is what children eat that often matters most, to children it is how they eat that is more important. This book contributes to a growing body of literature evidencing how children’s food is a contested domain, in which power relations are continuously negotiated. This raises questions not only on how children can be included in policy beyond a tokenistic involvement but also on what children’s well-being might mean beyond the biomedical sphere. The book will particularly appeal to students and scholars in food and health, food policy, childhood studies, and medical anthropology. Policymakers and non-governmental bodies working in the domains of children’s food and early years policies will also find this book of interest.
Author: Deborah Albon
Author: Deborah Albon
Author: Deborah Albon
Author: Penny Mukherji
Author: National Research Council
Author: National Academies of Sciences, Engineering, and Medicine
Author: Grace Spencer
Author: Daniel Thomas Cook
Author: Kathy Brodie
Author: Jeanne Marie Iorio
Author: Francesca Vaghi