A Dialogic Space in Early Childhood Education: Chronotopic Encounters with People, Places and Things

White, E 2014, 'A Dialogic Space in Early Childhood Education: Chronotopic Encounters with People, Places and Things' in Linda J. Harrison, Jennifer Sumsion (ed.) Lived Spaces of Infant-Toddler Education and Care, Springer, Dordrecht, Netherlands, pp. 211-223.


Document type: Book Chapter
Collection: Book Chapters

Title A Dialogic Space in Early Childhood Education: Chronotopic Encounters with People, Places and Things
Author(s) White, E
Year 2014
Title of book Lived Spaces of Infant-Toddler Education and Care
Publisher Springer
Place of publication Dordrecht, Netherlands
Editor(s) Linda J. Harrison, Jennifer Sumsion
Start page 211
End page 223
Subjects Early Childhood Education (excl. Maori)
Summary Infants in formal early childhood education settings encounter a unique social experience because they are: (a) under the care of a professional teacher who simultaneously holds responsibility for several other children; (b) in the prolonged presence of a peer group; and (c) move between the (often) diverse settings of the home, community and centre environments on a daily basis. I begin with the proposition that the social experience of infants in full day education and care settings extends well beyond what has been documented in existing literature that typically emphasises dyadic relationships between mothers and their babies in the home. As such, this chapter seeks to understand the infants experience as a dialogic phenomenon that takes place in communication with people, places and things that comprise the unique landscape of contemporary care and education for under 2-year-olds. In doing so, I focus this work on the pedagogical role of the teacher and their decision making around paradoxical issues they face in contemporary settings of care and education.
Copyright notice © Springer Science+Business Media Dordrecht 2014
DOI - identifier 10.1007/978-94-017-8838-0_16
ISBN 9789401788373
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