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First Transitions to Early Childhood Education and Care

Intercultural Dialogues across the Globe

Helen Marwick (Hrsg.), Laura K. M. Herold (Hrsg.), E. Jayne White (Hrsg.), Katia Souza Amorim (Hrsg.), Niina Rutanen (Hrsg.)

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Springer International Publishing img Link Publisher

Geisteswissenschaften, Kunst, Musik / Kindergarten- und Vorschulpädagogik

Beschreibung

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.

 

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Schlagwörter

infant’s transition into care, national policies related to infants’ transition to education, socio-spatial relations in transitions, inter-subjectivity, age of first entry, parents' expectations of first transitions, ideologies around early childhood education, first transitions and time, indigenous perspectives on first transition, child’s transition to formal schooling, sociocultural contexts around early childhood care, adult expectations around children's first transitions, Infant emotional experience, theory of attachment, spatial sociological thinking, policies related to alternative infants care, infant emotional experiences