Child-Centered Kinder Training for Teachers of Pre-School Children Deemed At-Risk.

2004 ◽  
Vol 13 (2) ◽  
pp. 53-74 ◽  
Author(s):  
Phyllis Post ◽  
Melissa McAllister ◽  
Angela Sheely ◽  
Barbara Hess ◽  
Claudia Flowers
Author(s):  
Fiona Scott ◽  
Jo Bird

Drawing on their reflective conversations, the authors argue that existing educational research paradigms may be insufficient for understanding how researchers are mutually affecting, and affected by, encounters with both the human and more-than-human, as spoken of in Rautio and Jokinen, whilst engaging in ethnographic research with pre-school children. Through empirically grounded reflections in the social and material spaces of kindergartens and family homes, we aim to reflect and raise critical questions about existing educational research paradigms, focusing on: 1. The intrinsic tensions between child-centered and post-human paradigms. 2. The (in)stability of researcher identity in the Anthropocene. 3. The unique research context(s) of early childhood play. The chapter concludes by proposing for debate several new norms for the kind of ‘identity work' in which researchers grappling with the emergent post-human and Anthropocentric traditions might consider engaging.


2007 ◽  
Vol 0 (0) ◽  
pp. 071103060106005-??? ◽  
Author(s):  
Catherine McBride-Chang ◽  
Fanny Lam ◽  
Catherine Lam ◽  
Sylvia Doo ◽  
Simpson W.L. Wong ◽  
...  

1999 ◽  
Vol 69 (3) ◽  
pp. 377-392 ◽  
Author(s):  
Annemaree Carroll ◽  
A.J. Baglioni ◽  
Stephen Houghton ◽  
Paul Bramston

2016 ◽  
Vol 138 (2) ◽  
pp. 529-535 ◽  
Author(s):  
Paxton Loke ◽  
Jennifer Koplin ◽  
Cara Beck ◽  
Michael Field ◽  
Shyamali C. Dharmage ◽  
...  

10.2196/31471 ◽  
2021 ◽  
Author(s):  
Brynja Ingadottir ◽  
Elina Laitonen ◽  
Adalheidur Stefansdottir ◽  
Anna Olafia Sigurdardottir ◽  
Berglind Brynjolfsdottir ◽  
...  

2007 ◽  
Vol 39 (Supplement) ◽  
pp. S388
Author(s):  
John W. Womack ◽  
Nicole F. Womack ◽  
Amy Sisco ◽  
John S. Green ◽  
Stephen F. Crouse

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