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This open access book examines the educational conditions that support cultures of exploration in kindergartens. It conceptualises cultures of exploration, whether those cultures are created through children’s own engagement or are demanded of them through undertaking specific tasks within different institutional settings. It shows how the conditions for children’s exploration form a web of activities in different settings with social relationships, local landscapes and artefacts. The book builds on the understanding of cultural traditions as deeply implicated in the developmental processes, meaning that local considerations must be reflected in education for sustainable futures. Therefore the book examines and conceptualises exploration and cultural formation through locally situated cases and navigates toward global educational concepts. The book provides different windows into how children may explore in everyday practice settings in kindergarten, and contributes to a loci-based, ecological, integral knowledge relevant for early childhood education.

Child development. --- Infant psychology. --- International education . --- Comparative education. --- Child psychology. --- School psychology. --- Early Childhood Education. --- Infancy and Early Childhood Development. --- International and Comparative Education. --- Child and School Psychology. --- Psychology, School --- Psychology, Applied --- Behavior, Child --- Child behavior --- Child study --- Children --- Pediatric psychology --- Child development --- Developmental psychology --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- Infants --- Child psychology --- Development, Child --- Developmental biology --- Psychology --- History --- Development --- Early Childhood Education --- Infancy and Early Childhood Development --- International and Comparative Education --- Child and School Psychology --- Clinical Psychology --- School Psychology --- children's learning and development through exploration --- exploration in kindergarten --- children's transcendence to school learning --- "glocal" pedagogy --- froebel and explorative education --- cultural-historical concept of playground activities --- children and teachers as musical explorers --- cultural formation --- dialogical engagement --- children's play and learning activity --- inclusion and exclusion --- pedagogical hybridity through Froebel --- Open Access --- Early childhood care & education --- Child, developmental & lifespan psychology --- Early childhood education. --- Developmental psychology. --- International education. --- School Psychology. --- Child and Adolescence Psychology. --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human

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This book provides important insights into narratives and young children. It is structured to help others learn more about the importance of narrative approaches and early childhood education. The first section of the book explores the concept of narrative across the current research field. The second section explores a range of different narrative methods related to young children. Readers will discover how narrative methods empower children to be heard and respected by adults. They will also discover the importance of narrative methods in allowing a sharing of understanding, knowledge and trust in contemporary times. Overall, the book aims to encourage readers to critically reflect on new ways of thinking about contemporary research and young children.

Storytelling. --- Narration (Rhetoric) --- Early childhood education.

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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.

Early childhood education. --- Education—Research. --- Teaching. --- Early Childhood Education. --- Educational Research. --- Pedagogy. --- Education --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- practice-developing research --- researcher-teacher collaborative knowledge building --- inter-professions collaboration --- practice based mathematics education research --- toddlers’ mathematical development in Swedish preschools --- metacognitive approach to children’s learning --- Research-practice collaboration --- Competence development --- preschool education for immigrant children --- knowledge creating practices in partnership research --- Play-responsive teaching --- practice-based research --- foundational ethos of collaboration --- participatory-driven creative learning --- teachers as agents in the research process --- interprofessional dialogue (MIROR) --- de-reifying language in research --- Research. --- Educational research --- Educació infantil