TY - BOOK ID - 111653870 TI - Methodology for Research with Early Childhood Education and Care Professionals : Example Studies and Theoretical Elaboration AU - Wallerstedt, Cecilia AU - Wallerstedt, Cecilia. AU - Brooks, Eva. AU - Ødegaard, Elin Eriksen AU - Pramling, Niklas. PY - 2023 SN - 3031145836 3031145828 PB - Cham : Springer International Publishing : Imprint: Springer, DB - UniCat KW - Early childhood education. KW - Education—Research. KW - Teaching. KW - Early Childhood Education. KW - Educational Research. KW - Pedagogy. KW - Education KW - Didactics KW - Instruction KW - Pedagogy KW - School teaching KW - Schoolteaching KW - Instructional systems KW - Pedagogical content knowledge KW - Training KW - practice-developing research KW - researcher-teacher collaborative knowledge building KW - inter-professions collaboration KW - practice based mathematics education research KW - toddlers’ mathematical development in Swedish preschools KW - metacognitive approach to children’s learning KW - Research-practice collaboration KW - Competence development KW - preschool education for immigrant children KW - knowledge creating practices in partnership research KW - Play-responsive teaching KW - practice-based research KW - foundational ethos of collaboration KW - participatory-driven creative learning KW - teachers as agents in the research process KW - interprofessional dialogue (MIROR) KW - de-reifying language in research KW - Research. KW - Educational research KW - Educació infantil UR - https://www.unicat.be/uniCat?func=search&query=sysid:111653870 AB - This open access book addresses the growing trend in the field of early childhood education and care (ECEC) research named collaborative knowledge building in which researchers and ECEC personnel collaborate. This kind of research encompasses a number of approaches, such as design studies, action studies, Learning Studies, Lesson Studies, and combined research and development studies. There are important differences between these approaches, but they also share some features, which makes it possible to see them as examples of a particular tradition of knowledge building. Collaborative knowledge building constitutes close ties between developing practices of early childhood education and care, and generating empirically grounded theoretical knowledge. This book contributes to the methodology of practices-developing research by mapping this movement through exemplifying themes actualised in such studies, and through conceptualizing important and recurring gains and challenges. It also describes how the latter can be taken on. ER -