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Practitioner Research in Early Childhood
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Practitioner Research in Early Childhood
International Issues and Perspectives

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September 2015 | 160 pages | SAGE Publications Ltd

"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.

Features include:

  • 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.

Christine Woodrow and Linda Newman
Recognising, Valuing and Celebrating Practitioner Research
Linda Newman, Christine Woodrow, Silvia Rójo and Mónica Galvez
Collaborative Capacity Building in Early Childhood Communities in Chile
Oznur Aydemir, Fatima Mourad, Leonie Arthur and Jen Skattebol
Insider Islamic Spaces of Inquiry: Muslim Educators Producing New Knowledge in Sydney Australia
Lyn Fasoli and Alison Wunungmurra
What is Play For in Your Culture? Investigating Remote Australian Aboriginal Perspectives Through Participatory Practitioner Research
Karin Rönnerman
Developing Collaboration Using Mind Maps in Practitioner Research in Sweden
Norma Rudolph and Mary James
Reconceptualising Services for Young Children through Dialogue in a South African Village
Linda Newman, Janet Keegan and Trish Heeley
Sustaining Curriculum Renewal in Western Sydney: Three Participant Views
Nicole Mockler and Ashley Casey
(In)sights from 40 Years of Practitioner Action Research in Education: Perspectives from the US, UK and Australia

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.

The work brings out an array of critical questions regarding the nature of evidence and the ways it might inform practice and eschews a narrow, instrumental approach. It draws on traditions that have grown and developed in a range of contexts that provide the reader with variations within different and contrasting educational jurisdictions including Australia, South Africa, Sweden and Chile. It is an important resource for practitioners in the field, as well as their academic partners in the tertiary sector.

Susan Groundwater-Smith
Honorary Professor, Faculty of Education and Social Work, University of Sydney

This book acknowledges what a critical phase and stage in the education of young people early years is, and makes the case for developing our insights more deeply into early childhood education practices through practitioner inquiry in the context of collaboration relationships.

Martine Horvath
Early Years Educator

Hence, the strength of the book lies in the open and reflexive accounts from those who wrote the chapters about a range of experiences in such different contexts. The book achieves its aims of raising the profile of practitioner research in early childhood education and makes a valuable contribution to the field

Helen Hedges
New Zealand Association for Research in Education

Certainly supplementary for any programme that includes practitioner research

Dr Chelle Davison
Early Years Development and Learning, Coventry University
April 16, 2018

The book is a useful collection of texts celebrating practitioner research. Although not essential for research modules on Foundation degrees, it is a good starting point for students to explore research in the early years and get inspiration for their own practitioner research projects. There are interesting examples of methodologies for students to consider in being more creative with their early years research.

Dr Dimitrina Kaneva
Health and Community Studies, University of Bolton
April 8, 2016

This book is useful for Foundation Degree in Early Years, but also a valuable source for students who chose to do action research.

Ms Eva Mikuska
Deapartment of Childcare, Social Work and Social Care, University of Chichester
February 18, 2016

Interesting studies and information to broaden understanding. Not essential but explores new areas of research and other areas of focus. Not useful for foundational teaching of an introductory course, but on the suggested reading list.

Dr Serahni Symington
Psychology , Cornerstone Institute
February 17, 2016

Great text to help students consider a wider variety of perspectives.

Mrs KAREN SIDDONS
care and early years, Tresham Institute
November 24, 2015

This text is particularly useful for students studying a degree with a work-based element.

Miss Alyson Lewis
Department of Educational Studies, Bath Spa University
October 5, 2015

As increasingly students are required to undertake action research as part of core training this is a useful book to dip into. A great guide for those embarking on research projects.

Mrs lisa rebecca Fairclough
Childhood Studies, Lakes College
June 16, 2015

Linda Newman

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... More About Author

Christine Woodrow

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... More About Author

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ISBN: 9781446295359
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