Informationen zum Autor Dr Tim Waller is Reader in Early Years Education at the University of Wolverhampton, UK and is leader of the Childhood Research cluster. Dr Judy Whitmarsh is Honorary Research Fellow at the Centre for the Development of Applied Research in Education, University of Wolverhampton, UK. Karen Clarke is Associate Dean for Teaching and Learning in the School of Education at the University of Wolverhampton, UK. Klappentext This 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, institutions and individuals. These theories help the authors to describe how working practices serve some groups and disadvantage others.Each chapter includes:Theoretical concepts, which are related to practice and / or research Case studies Examples from research practice enabling readers to explore the practical application of the 'big ideas' Further reading appropriate to the theoretical constructThis book is essential reading for undergraduate students and trainee teachers.Contributors: Tony Bertram, Angeliki Bitou, Liz Brooker, Sue Fawson, Rohan Jowallah, Maggie Leese, Martin Needham, Jane O'Connor, Chris Pascal, Lynn Richards, Faye Stanley, Jo Winwood, Gill Woods, Jenny Worsley - all at University of Wolverhampton except Liz Brooker, who is at the Institute of Education in London. Zusammenfassung Demystifying the links between theory and practice for those studying in the field of early childhood. Inhaltsverzeichnis 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...

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This 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, institutions and individuals. These theories help the authors to describe how working practices serve some groups and disadvantage others.

Each chapter includes:

Theoretical concepts, which are related to practice and / or research
Case studies
Examples from research practice enabling readers to explore the practical application of the 'big ideas'
Further reading appropriate to the theoretical construct

This book is essential reading for undergraduate students and trainee teachers.

*Contributors: Tony Bertram, Angeliki Bitou, Liz Brooker, Sue Fawson, Rohan Jowallah, Maggie Leese, Martin Needham, Jane O'Connor, Chris Pascal, Lynn Richards, Faye Stanley, Jo Winwood, Gill Woods, Jenny Worsley - all at University of Wolverhampton except Liz Brooker, who is at the Institute of Education in London.*

Résumé
Demystifying the links between theory and practice for those studying in the field of early childhood.

Contenu

Foreword
IntroductionPart 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 lifePart 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