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This book concisely explores the distinguishing features of scientific knowledge and research in early childhood education and care (ECEC). It has a dual-level focus of containing and relating the concrete practices of conducting research with the more fundamental conceptual discussions around research – the Bildung of the researcher. The book introduces and succinctly explains the concepts of methodology, theoretical knowledge about method, and how all parts of conducting research are informed by theory. The interrelation of these concepts, and many premises of research, are often regarded as assumed knowledge. In this book, premises of research are explicated and discussed, as well as methods on how to engage in informed dialogue. This introductory text explicates many features of scientific knowing and knowledge building in ECEC that tend to be presumed rather than clarified. It will be important in furthering the professional development of PhD students, Master’s students, supervisors, and researchers.

Early childhood education. --- Teaching. --- Research—Methodology. --- Learning, Psychology of. --- Early Childhood Education. --- Didactics and Teaching Methodology. --- Research Skills. --- Learning Theory. --- Learning --- Psychology of learning --- Educational psychology --- Comprehension --- Learning ability --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Psychological aspects --- Early childhood education --- Preschool teaching. --- Primary school teaching. --- Research --- Methodology. --- Education, Primary --- Teaching --- Educació infantil --- Ensenyament preescolar

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This book concisely explores the distinguishing features of scientific knowledge and research in early childhood education and care (ECEC). It has a dual-level focus of containing and relating the concrete practices of conducting research with the more fundamental conceptual discussions around research - the Bildung of the researcher. The book introduces and succinctly explains the concepts of methodology, theoretical knowledge about method, and how all parts of conducting research are informed by theory. The interrelation of these concepts, and many premises of research, are often regarded as assumed knowledge. In this book, premises of research are explicated and discussed, as well as methods on how to engage in informed dialogue. This introductory text explicates many features of scientific knowing and knowledge building in ECEC that tend to be presumed rather than clarified. It will be important in furthering the professional development of PhD students, Master's students, supervisors, and researchers.

Science --- Didactics --- Educational systems. Teaching systems --- Teaching --- Kindergarten --- didactiek --- onderzoeksmethoden --- kleuterdidactiek --- peuters --- lesgeven

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This book provides an account of children’s science learning beyond the traditional constructivist and social-constructivist view. It conceptualises science as a body of knowledge that humans have constructed (historically) and reconstructed (contemporary) to meet human needs. As such, this human invention acts as an evolving cultural tool for supporting and helping to understand everyday life. Drawing upon cultural-historical theory, the book theorises early childhood science education in relation to current globalised education contexts. Its aim is to advance the understanding of the many ways that science concepts are learned by very young children. The book presents a theoretical discussion of the cultural-historical foundation for early childhood science education. It examines contemporary theories of learning and development within the general field of early childhood education. This theoretical examination allows for the foundational pedagogical context of young learners to be interrogated. This kind of analysis makes it possible to examine play-based contexts in relation to opportunities for scientific conceptual development of young children. From a cultural-historical point of view, and taking into account relevant empirical literature, the book introduces and promotes a more relevant approach to the teaching of science and for the development of young children’s scientific thinking. The book ends with presenting a pedagogical model for introducing scientific concepts to young children in play-based settings.

Education. --- Science Education. --- Childhood Education. --- Learning & Instruction. --- Science --- Early childhood education. --- Education --- Sciences --- Education de la première enfance --- Study and teaching. --- Etude et enseignement --- Education, Preschool. --- Education, Primary. --- Science -- Study and teaching. --- Social Sciences --- Education, Special Topics --- Affective education. --- Study and teaching (Early childhood) --- Affective domain --- Affective learning --- Science education. --- Child development. --- Early Childhood Education. --- Science education --- Scientific education --- Learning. --- Instruction. --- Learning process --- Comprehension --- Child study --- Children --- Development, Child --- Developmental biology --- Development

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Qualitative analyses of young children’s learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner’s perspective, establishing sufficient intersubjectivity, ‘pointing out’, and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should ‘didactics’ mean in educating young children? The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these opportunities. It presents empirical studies from a variety of naturalistic settings, including mathematics, making visual art, ecology, music, dance, literacy and story-telling, as well as learning about gender, morality and democracy. The authors seek to answer key questions about the processes involved in both teaching and learning. What challenges do teachers face as they try to expand children’s knowledge in various fields of learning? How do they respond to these challenges, and what can we learn about children’s corresponding uptake? What now requires further research? One key distinction in researching children’s learning is between studies that look at ‘process’ and those that analyze ‘product’. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner’s more recent work, this book advocates the importance and relative rareness of the former type of study.

Preschool teaching --- Early childhood education --- Education --- Social Sciences --- Theory & Practice of Education --- Education. --- Art education. --- Language and education. --- Mathematics --- Child development. --- Childhood Education. --- Arts Education. --- Language Education. --- Mathematics Education. --- Study and teaching. --- Early childhood education. --- Language and languages. --- Mathematics. --- Early Childhood Education. --- Creativity and Arts Education. --- Math --- Science --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Mathematics—Study and teaching . --- Educational linguistics --- Language and languages --- Art --- Art education --- Education, Art --- Art schools --- Child study --- Children --- Development, Child --- Developmental biology --- Analysis, interpretation, appreciation --- Development --- Study and teaching . --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools

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Qualitative analyses of young children's learning in natural settings are rare, so this new book will make educators sit up and pay attention. It lays out a Nordic, or continental European teaching and learning paradigm whose didactic framework is distinct from the Anglo-American system. This analysis, which features contributions and case studies from researchers in a range of subjects, is built on principles such as the learner's perspective, establishing sufficient intersubjectivity, ˜pointing out', and informing experience linguistically. After clarifying some historical background, the book discusses the contemporary emphasis in early childhood education on pedagogy/learning. What should ˜didactics' mean in educating young children? The book examines the opportunities for learning that teachers provide for children in early childhood education, as well as how children respond to these opportunities. It presents empirical studies from a variety of naturalistic settings, including mathematics, making visual art, ecology, music, dance, literacy and story-telling, as well as learning about gender, morality and democracy. The authors seek to answer key questions about the processes involved in both teaching and learning. What challenges do teachers face as they try to expand children's knowledge in various fields of learning? How do they respond to these challenges, and what can we learn about children's corresponding uptake? What now requires further research? One key distinction in researching children's learning is between studies that look at ˜process' and those that analyze ˜product'. In the tradition of Piaget, Vygotsky and Werner, as well as Mercer and Valsiner's more recent work, this book advocates the importance and relative rareness of the former type of study.

School management --- Didactics of mathematics --- Didactics of languages --- Educational sciences --- Applied arts. Arts and crafts --- didactiek --- talenonderwijs --- opvoeding --- kunstonderwijs --- wiskunde