"This comprehensive publication rightly establishes early childhood as a critical phase in the education of young people and makes the case for developing our insights regarding early childhood education (ECE) practices through the eyes of practitioner inquiry in the context of collaborative partnerships. It achieves its goal through a series of insightful case studies that not only illuminate the text as stories from the field, but also contribute to our understanding regarding ECE learning and pedagogy."- Susan Groundwater-Smith, Honorary Professor, Faculty of Education and Social Work, University of Sydney.
Bringing together theory and practice, this book draws on the projects and experiences of senior and new researchers implementing various forms of practitioner research. Chapter discussions are informed by international literature to provide insightful reflections on research processes and the contribution of practitioner research in changing practice. The diversity of perspectives across the chapters provides an excellent resource for those undertaking research within early childhood contexts.
the contribution of practitioner research to curriculum and social change. professional development and strengthening learning communities
how practitioners can be supported in documenting and articulating their work
the relationships between the research community and field of practice through practitioner research projects
contemporary problems and issues that frame the practices of early childhood educators
case studies from Australia, South Africa, Sweden and Chile
A diverse range of case studies that use a range of internationally recognised research methods are presented. The book offers guidance, support and inspiration to practitioners on how to research their implementation of meaningful and sustainable changes in early childhood contexts.
Linda Newman (EdD; M.Ed Hons; B.Ed (EC); Dip Teach (EC) is the Chair of Early Childhood and Primary Programs in the School of Education at the University of Newcastle, Australia and Chair of the Early Childhood Teacher Education Council (NSW). She is a team member of Futuro Infantil Hoy, an ongoing international research and development program in Chile. Linda's research aims to theorise and apply ethical approaches that facilitate equity and benefit. Influential conceptual framings include sociocultural theory, new sociologies of childhood; community and family capacity building; valuing of diversity and Funds of Knowledge; play based intentional teaching and sustained shared thinking; and literacy as social practice. Website: http://www.newcastle.edu.au/staff/research-profile/Linda Newman/ Christine Woodrow (PhD; M.Ed; BEd, DipT ECE) is deputy director the Centre for Educational Research at the University of Western Sydney and is project leader of Futuro Infantil Hoy, an ongoing international research and development project in early childhood education being undertaken within a unique strategic alliance involving Fundacion Minera Escondida, the University of Western Sydney and early childhood service providers in Chile. She is a member of the Globalisation research group, where her research is focussed on international policy and practice in early childhood education, educational leadership and the professional preparation of early childhood educators. Website: http://www.uws.edu.au/cer/home
Recognising, Valuing and Celebrating Practitioner Research - Christine Woodrow and Linda Newman Collaborative Capacity Building in Early Childhood Communities in Chile - Linda Newman, Christine Woodrow, Silvia Rojo and Monica Galvez Insider Islamic Spaces of Inquiry: Muslim Educators Producing New Knowledge in Sydney Australia - Oznur Aydemir, Fatima Mourad, Leonie Arthur and Jen Skattebol What is Play For in Your Culture? Investigating Remote Australian Aboriginal Perspectives Through Participatory Practitioner Research - Lyn Fasoli and Alison Wunungmurra Developing Collaboration Using Mind Maps in Practitioner Research in Sweden - Karin Roennerman Reconceptualising Services for Young Children through Dialogue in a South African Village - Norma Rudolph and Mary James Sustaining Curriculum Renewal in Western Sydney: Three Participant Views - Linda Newman, Janet Keegan and Trish Heeley (In)sights from 40 Years of Practitioner Action Research in Education: Perspectives from the US, UK and Australia - Nicole Mockler and Ashley Casey