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Author:   Will Parnell (Portland State University, USA) ,  Jeanne Marie Iorio
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.50cm , Length: 22.90cm
Weight:   0.294kg
ISBN:  

9781138839113

ISBN 10:   1138839116
Pages:   204
Publication Date:   06 January 2016
Audience:   College/higher education ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"Series Editor Introduction Nicola Yelland Foreword Peter Moss Chapter 1: Reaching Toward the Possible Jeanne Marie Iorio and Will Parnell Section 1: New Theoretical and Methodological Imaginings Chapter 2: Research as an ethic of welcome and relationship: Pedagogical documentation in Reggio Emilia, Italy Stefania Giamminuti Chapter 3: Theorizing what it means to be pedagogical in (the) early years (of) teaching Sandy Farquhar and Marek Tesar Chapter 4: Critiquing traditional colonial practices in teacher education: Interpreting normative practices through visual culture analyses Richard T. Johnson Chapter 5: Parents as Producers of Enduring Knowledge Through Inquiry Paige M. Bray and Erin M. Kenney Section 2: Democratizing the Research Process Chapter 6: (Re)imagining Participant Observation with Preschool Children Allison Sterling Henward Chapter 7: Words and Bodies: Reimagining Narrative Data in a Toddler Classroom Emmanuelle N. Fincham Chapter 8: ""I am writing notes too"": Rethinking children’s roles in ethnographic research Ysaaca D. Axelrod Section 3: Critical Issues in Early Childhood Research from New Perspectives Chapter 9: Current Playworld Research in Sweden: Rethinking the Role of Young Children and their Teachers in the Design and Execution of Early Childhood Research Beth Ferholt, Monica Nilsson, Anders Jansson and Karin Alnervik Chapter 10: Imagining children’s strengths as they start school Sue Dockett and Bob Perry Chapter 11: ""To Have or not to Have"" at School: Action Research on Early Childhood Education in Galicia (Spain). Concepcion Sánchez-Blanco Chapter 12: One Test is Not Enough: Getting to Really Know Your Students Sandra L Osorio List of Contributors Index"

Reviews

A timely collection of conceptual and political importance, Disrupting Early Childhood Education Research reconfigures early childhood education methodologies in exciting, astute, and exceptional ways. Its authors show that it is possible to research differently. Veronica Pacini-Ketchabaw, Professor, School of Child and Youth Care, University of Victoria, Canada This is an urgently needed collection of research and possibilities that asks enduring questions, explores new meanings with its findings, gathers and interprets data, and initiates new lines of inquiry. A study in Aotearoa, New Zealand, for example, is framed by both narrative inquiry and philosophy, opening the door for research that embraces identity and sense of place. Another research project, meanwhile, opens the doors and play yards for children to collaborate as active researchers. Imagine! Elizabeth P. Quintero, Professor and Coordinator of Early Childhood Studies at California State University Channel Islands, USA

A timely collection of conceptual and political importance, Disrupting Early Childhood Education Research reconfigures early childhood education methodologies in exciting, astute, and exceptional ways. Its authors show that it is possible to research differently. Veronica Pacini-Ketchabaw, Professor, School of Child and Youth Care, University of Victoria, Canada

A timely collection of conceptual and political importance, Disrupting Early Childhood Education Research reconfigures early childhood education methodologies in exciting, astute, and exceptional ways. Its authors show that it is possible to research differently. Veronica Pacini-Ketchabaw, Professor, School of Child and Youth Care, University of Victoria, Canada This is an urgently needed collection of research and possibilities that asks enduring questions, explores new meanings with its findings, gathers and interprets data, and initiates new lines of inquiry. A study in Aotearoa, New Zealand, for example, is framed by both narrative inquiry and philosophy, opening the door for research that embraces identity and sense of place. Another research project, meanwhile, opens the doors and play yards for children to collaborate as active researchers. Imagine! Elizabeth P. Quintero, Professor and Coordinator of Early Childhood Studies at California State University Channel Islands, USA

Author Information

Will Parnell is Associate Professor of Education and a pedagogical liaison to the Helen Gordon Child Development Center at Portland State University, USA. He also coordinates the master's in early childhood education for the Graduate School of Education's Curriculum and Instruction Department. Jeanne Marie Iorio is a Senior Lecturer in Early Childhood Education at Victoria University, Melbourne, Australia.

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