Disrupting Early Childhood Education Research

<p>Recent and increasing efforts to standardize young children’s academic performance have shifted the emphases of education toward normative practices and away from qualitative, substantive intentions. Connection to human experience, compassion for societal ailments, and the joys of learning are straining under the pressure of quantitative research, competition, and test scores, exemplified by federal funding competitions and policymaking.</p><p>Disrupting Early Childhood Education Research critically interrogates the traditional foundations of early childhood research practices to disrupt the status quo through imaginative, cutting-edge research in diverse U.S. and international contexts. Its chapters are driven by empirical data derived from unique research projects and a variety of contemporary methodologies that include phenomenological studies, auto-ethnographic writings, action-oriented studies, arts-based methodologies, and other innovative approaches. By giving voice to marginalized social science researchers who are active in learning, school, and early education sectors, this volume explores the meanings of actionable and everyday approaches based on the experiences of young children, their families, and educators.</p> <p>Series Editor Introduction</p><p>Nicola Yelland</p><p>Foreword</p><p>Peter Moss</p><p>Chapter 1: Reaching Toward the Possible</p><p>Jeanne Marie Iorio and Will Parnell</p><p>Section 1: New Theoretical and Methodological Imaginings</p><p>Chapter 2: Research as an ethic of welcome and relationship: Pedagogical documentation in Reggio Emilia, Italy</p><p>Stefania Giamminuti</p><p>Chapter 3: Theorizing what it means to be pedagogical in (the) early years (of) teaching</p><p>Sandy Farquhar and Marek Tesar</p><p>Chapter 4: Critiquing traditional colonial practices in teacher education: Interpreting normative practices through visual culture analyses</p><p>Richard T. Johnson</p><p>Chapter 5: Parents as Producers of Enduring Knowledge Through Inquiry</p><p>Paige M. Bray and Erin M. Kenney</p><p>Section 2: Democratizing the Research Process</p><p>Chapter 6: (Re)imagining Participant Observation with Preschool Children</p><p>Allison Sterling Henward</p><p>Chapter 7: Words and Bodies: Reimagining Narrative Data in a Toddler Classroom</p><p>Emmanuelle N. Fincham</p><p>Chapter 8: "I am writing notes too": Rethinking children’s roles in ethnographic research</p><p>Ysaaca D. Axelrod</p><p>Section 3: Critical Issues in Early Childhood Research from New Perspectives</p><p>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</p><p>Beth Ferholt, Monica Nilsson, Anders Jansson and Karin Alnervik</p><p>Chapter 10: Imagining children’s strengths as they start school</p><p>Sue Dockett and Bob Perry</p><p>Chapter 11: "To Have or not to Have" at School: Action Research on Early Childhood Education in Galicia (Spain).</p><p>Concepcion Sánchez-Blanco </p><p>Chapter 12: One Test is Not Enough: Getting to Really Know Your Students</p><p>Sandra L Osorio</p><p>List of Contributors</p><p>Index</p>