Description
Book SynopsisThis accessible book demystifies the links between theory and practice for those studying in the field of early childhood. The book encourages those new to research to develop their investigations as straightforward narrative accounts of the phenomenon that they are investigating.
Throughout the book the authors demonstrate the influence of theoretical perspectives on their own practice and research. They articulate how this adds depth to their studies by linking into wider and more enduring themes.
The book is divided into two parts; part one looks at 'Community, interaction and identity' and addresses several different aspects of social constructivist theory. Each author explores, less familiar, but increasingly influential ideas emanating from Vygotskian theory.
Part two explores 'Structure, power and knowledge' which includes a wider range of theoretical perspectives, that tell a more 'critical' story about how the way society is structured, influences power,
Table of Contents
Foreword
Introduction
Part One: Community, interaction and identity
Vygotsky - From public to private: Learning from personal speech
Bruner: the power of story and identity
Howard Gardner's Multiple Intelligences: every child a learner
Using activity theory to examine the factors shaping the learning partnerships in a parent and child 'stay and play' session
Developing Communities of Practice: placing professional individual identity in group interactions
Developing learning dispositions for life
Part Two: Structure, power and knowledge
The Sociology of Childhood: children's agency and participation in telling their own stories
Applying Bourdieu's concepts of social and cultural capital and habitus to early years research
Freire Revisited: Critical Literacy - whose story is it anyway?
Foucault: Implications for multiagency working in the changing landscape of children's services
Feminism, the ethic of care and professional roles within care settings
