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This book conceptualizes the ‘lived spaces’ of infant and toddler early education and care settings by bringing together international authors researching within diverse theoretical frameworks. It highlights diverse ways of understanding the experiences of very young children by exposing the ways that the authors are grappling with the unknown. The work explores broadly the construct and meanings of ‘lived spaces’ as relational spaces, interactional spaces, transitional spaces, curriculum spaces, or pedagogical spaces operating within the social, physical and temporal environment of infant-toddler education settings. The book invites interchange between and among diverse theories and approaches, and through this build new understandings of infants’ and toddlers’ experiences and interactions in early education and care settings. It also considers the implications of this work for policy and practice in infant and toddler education and care. ‘The strength of this manuscript is the international gathering of studies on infants and toddlers in ECEC, where the children are considered active participants and agents in their own lives.’ Camilla Björklund, Department of Education, Communication and Learning, University of Gothenburg, Sweden ‘The strongest aspect of the work is the confidence shown in each chapter. The book is a celebration of expertise from a variety of perspectives. It would be required reading for anyone with a special interest in young children.’ Jane Bone, Faculty of Education, Monash University, Frankston, Victoria, Australia    .

Early childhood education. --- Education --- Educational psychology. --- Early Childhood Education. --- Educational Policy and Politics. --- Educational Psychology. --- Psychology, Educational --- Psychology --- Child psychology --- Child development. --- Educational policy. --- Education and state. --- Education—Psychology. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Child study --- Children --- Development, Child --- Developmental biology --- Government policy --- Development

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This book provides a philosophical, socio-political and theoretical understanding of the notion of Becoming in the context of the related concepts, and in contemplation of the notion of Being. Deriving from different traditions from various countries, these concepts act as windows on contemporary early years settings and communities around the world where adults map out infant becomings. This book is a valuable resource for early childhood educators, students, professionals, researchers, and policy makers around the globe who seek to understand the locatedness of infant becomings in space and time.

Early childhood education. --- Education --- Child development. --- Infant psychology. --- Educational psychology. --- Education—Psychology. --- Developmental psychology. --- Early Childhood Education. --- Infancy and Early Childhood Development. --- Educational Psychology. --- Developmental Psychology. --- Psychology --- Infants --- Child psychology --- Child study --- Children --- Development, Child --- Developmental biology --- Development (Psychology) --- Developmental psychobiology --- Life cycle, Human --- Development

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The Right to Play offers short summaries of theory, research and policy issues that can inform the implementation of Article 31 of the UN Convention on Children's Rights. Section 1 is about the concept of play, the ways culture defines play in children's lives, the role of play within early childhood pedagogy and children's own views on play. Section 2 looks more closely at the function of play in supporting children's development, including social, emotional and cognitive benefits. Section 3 is about the opportunities and challenges for realizing children's right to play, including the pressures of early schooling as well as child work, and the implications of commercialisation and the growing place of new technologies in young children's lives. (Bron: websitebernardvanleer.org)