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Seeing the World through Children's Eyes brings an overarching emphasis on 'seeing' to early years research and provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies in their early years research.

Early childhood education --- Visual education. --- Visual literacy. --- Research.

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The first book in the series Policy and Pedagogy with Under-three year olds: Cross Disciplinary insights and innovations establishes a path for the much-needed examination of the experiences of infants and toddlers in contemporary educational settings across the globe. Bringing together internationally renowned scholars in the field, it starts a series of discussions about the positioning of under-three year olds in contemporary practice and policy contexts. It takes an in-depth look at what this means for our understanding of under-three year olds and those who share their worlds. Featuring some of the most important contemporary topics in this pedagogical domain, such as care, well-being, belonging, professionalism and status, the contributors offer a kaleidoscope of perspectives for contemplating the new normality of very young children living their lives in group-based early childhood settings, and what gives rise to their current realities. It also explores some important policy directions and trends.

Education. --- Education and state. --- Education --- Education policy --- Educational policy --- State and education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Government policy --- Education and sociology. --- Sociology, Educational. --- Early Childhood Education. --- Educational Policy and Politics. --- Sociology of Education. --- Educational Psychology. --- Educational policy. --- ducation and state. --- Educational sociology. --- Educational psychology. --- Psychology. --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Social policy --- Endowment of research --- Early childhood education. --- Psychology, Educational --- Psychology --- Child psychology --- Child development. --- Education—Psychology. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Child study --- Development, Child --- Developmental biology --- Aims and objectives --- Development

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The first book in the series Policy and Pedagogy with Under-three year olds: Cross Disciplinary insights and innovations establishes a path for the much-needed examination of the experiences of infants and toddlers in contemporary educational settings across the globe. Bringing together internationally renowned scholars in the field, it starts a series of discussions about the positioning of under-three year olds in contemporary practice and policy contexts. It takes an in-depth look at what this means for our understanding of under-three year olds and those who share their worlds. Featuring some of the most important contemporary topics in this pedagogical domain, such as care, well-being, belonging, professionalism and status, the contributors offer a kaleidoscope of perspectives for contemplating the new normality of very young children living their lives in group-based early childhood settings, and what gives rise to their current realities. It also explores some important policy directions and trends.

Sociology of education --- Educational psychology --- Educational systems. Teaching systems --- Kindergarten --- Educational sciences --- onderwijspolitiek --- pedagogische psychologie --- onderwijssociologie --- kleuters --- kleuterdidactiek --- peuters

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Interpreting the voices of under three year olds is central to early childhood education. Yet entering into their life-worlds is fraught with challenges and unrealised possibilities. This ground-breaking book generates a dialogue about the multiple ways researchers have exploited a range of methods for approaching, accessing, understanding and interpreting infant voice. Each chapter explores the kinds of ethical considerations and dilemmas that may arise in this process. The book itself represents a chorus of international voices (researchers, children, teachers and parents), all adding to a discussion about various circumstances, dilemmas and possibilities involved in doing research with our youngest. This book is an essential read for researchers and teachers alike who seek to 'listen' and 'see' very young children with fresh ears and eyes.

Philosophy --- Sociology of education --- Teacher education. Teacher's profession --- Teaching --- Educational sciences --- onderwijsfilosofie --- baby's --- onderwijssociologie --- opvoeding --- kleuters --- lerarenopleiding --- lesgeven

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This book brings together the work of researchers from around the globe around the topic of children's first transitions to early care and education. It discusses political and sociocultural contexts, theories, and ideologies around the theme. The book offers perspectives and findings on adult expectations around a child's first transition, infant emotional experiences, the role of space, the part that key objects play in infant transitions, and the role of time. It also discusses age of first entry, routines and rhythms of the institutions, and the future expectations of those involved. The book takes a culturally responsive approach, revealing at times striking commonalities across countries, and at other points distinct differences in the people, environments, orienting pedagogies, and policies that inform an infant's transition into care. .

Developmental psychology --- Affective and dynamic functions --- Sociology of education --- Educational systems. Teaching systems --- Teaching --- Kindergarten --- Educational sciences --- onderwijspolitiek --- onderwijs --- ontwikkelingspsychologie --- emoties --- kleuterdidactiek --- peuters --- lesgeven