Practitioner Research in Early Childhood: International Issues and Perspectives

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Supports and inspires practitioners on how to research their implementation of meaningful and sustainable change in early childhood contexts.

FORMATHardcover LANGUAGEEnglish CONDITIONBrand New Publisher Description

"This comprehensive publication rightly establishes early childhood as a critical phase in the education of young people and makes the case for developing our insights regarding early childhood education (ECE) practices through the eyes of practitioner inquiry in the context of collaborative partnerships. It achieves its goal through a series of insightful case studies that not only illuminate the text as stories from the field, but also contribute to our understanding regarding ECE learning and pedagogy."- Susan Groundwater-Smith, Honorary Professor, Faculty of Education and Social Work, University of Sydney. Bringing together theory and practice, this book draws on the projects and experiences of senior and new researchers implementing various forms of practitioner research. Chapter discussions are informed by international literature to provide insightful reflections on research processes and the contribution of practitioner research in changing practice. The diversity of perspectives across the chapters provides an excellent resource for those undertaking research within early childhood contexts. Features include: the contribution of practitioner research to curriculum and social change. professional development and strengthening learning communitieshow practitioners can be supported in documenting and articulating their workthe relationships between the research community and field of practice through practitioner research projectscontemporary problems and issues that frame the practices of early childhood educatorscase studies from Australia, South Africa, Sweden and Chile A diverse range of case studies that use a range of internationally recognised research methods are presented. The book offers guidance, support and inspiration to practitioners on how to research their implementation of meaningful and sustainable changes in early childhood contexts.

Author Biography

Linda Newman (EdD; M.Ed Hons; B.Ed (EC); Dip Teach (EC) is the Chair of Early Childhood and Primary Programs in the School of Education at the University of Newcastle, Australia and Chair of the Early Childhood Teacher Education Council (NSW). She is a team member of Futuro Infantil Hoy, an ongoing international research and development program in Chile. Linda's research aims to theorise and apply ethical approaches that facilitate equity and benefit. Influential conceptual framings include sociocultural theory, new sociologies of childhood; community and family capacity building; valuing of diversity and Funds of Knowledge; play based intentional teaching and sustained shared thinking; and literacy as social practice.Website: _Newman/Christine Woodrow (PhD; M.Ed; BEd, DipT ECE) is deputy director the Centre for Educational Research at the University of Western Sydney and is project leader of Futuro Infantil Hoy, an ongoing international research and development project in early childhood education being undertaken within a unique strategic alliance involving Fundacion Minera Escondida, the University of Western Sydney and early childhood service providers in Chile. She is a member of the Globalisation research group, where her research is focussed on international policy and practice in early childhood education, educational leadership and the professional preparation of early childhood educators.Website:

Table of Contents

Recognising, Valuing and Celebrating Practitioner Research - Christine Woodrow and Linda NewmanCollaborative Capacity Building in Early Childhood Communities in Chile - Linda Newman, Christine Woodrow, Silvia Rójo and Mónica GalvezInsider Islamic Spaces of Inquiry: Muslim Educators Producing New Knowledge in Sydney Australia - Oznur Aydemir, Fatima Mourad, Leonie Arthur and Jen SkattebolWhat is Play For in Your Culture? Investigating Remote Australian Aboriginal Perspectives Through Participatory Practitioner Research - Lyn Fasoli and Alison WunungmurraDeveloping Collaboration Using Mind Maps in Practitioner Research in Sweden - Karin RönnermanReconceptualising Services for Young Children through Dialogue in a South African Village - Norma Rudolph and Mary JamesSustaining Curriculum Renewal in Western Sydney: Three Participant Views - Linda Newman, Janet Keegan and Trish Heeley(In)sights from 40 Years of Practitioner Action Research in Education: Perspectives from the US, UK and Australia - Nicole Mockler and Ashley Casey

Review

This comprehensive publication rightly establishes early childhood as a critical phase in the education of young people and makes the case for developing our insights regarding early childhood education (ECE) practices through the eyes of practitioner inquiry in the context of collaborative partnerships. It achieves its goal through a series of insightful case studies that not only illuminate the text as stories from the field, but also contribute to our understanding regarding ECE learning and pedagogy.The work brings out an array of critical questions regarding the nature of evidence and the ways it might inform practice and eschews a narrow, instrumental approach. It draws on traditions that have grown and developed in a range of contexts that provide the reader with variations within different and contrasting educational jurisdictions including Australia, South Africa, Sweden and Chile. It is an important resource for practitioners in the field, as well as their academic partners in the tertiary sector. -- Susan Groundwater-SmithThis book acknowledges what a critical phase and stage in the education of young people early years is, and makes the case for developing our insights more deeply into early childhood education practices through practitioner inquiry in the context of collaboration relationships. -- Martine HorvathHence, the strength of the book lies in the open and reflexive accounts from those who wrote the chapters about a range of experiences in such different contexts. The book achieves its aims of raising the profile of practitioner research in early childhood education and makes a valuable contribution to the field -- Helen Hedges

Review Quote

This comprehensive publication rightly establishes early childhood as a critical phase in the education of young people and makes the case for developing our insights regarding early childhood education (ECE) practices through the eyes of practitioner inquiry in the context of collaborative partnerships. It achieves its goal through a series of insightful case studies that not only illuminate the text as stories from the field, but also contribute to our understanding regarding ECE learning and pedagogy. The work brings out an array of critical questions regarding the nature of evidence and the ways it might inform practice and eschews a narrow, instrumental approach. It draws on traditions that have grown and developed in a range of contexts that provide the reader with variations within different and contrasting educational jurisdictions including Australia, South Africa, Sweden and Chile. It is an important resource for practitioners in the field, as well as their academic partners in the tertiary sector.

Details ISBN1446295346 Short Title PRACTITIONER RESEARCH IN EARLY Language English ISBN-10 1446295346 ISBN-13 9781446295342 Media Book Format Hardcover Pages 160 Year 2015 Subtitle International Issues and Perspectives Place of Publication London Country of Publication United Kingdom Edited by Christine Woodrow DEWEY 372.21 Author Christine Woodrow Illustrations black & white illustrations Publication Date 2015-09-15 UK Release Date 2015-09-15 NZ Release Date 2015-09-15 Birth 1949 Affiliation Professor of Public Law, University of Manchester Qualifications M.D. Alternative 9781446295359 Audience Tertiary & Higher Education Publisher Sage Publications Ltd Imprint Sage Publications Ltd AU Release Date 2015-09-14 We've got this

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