07828nam 2200577 450 991058657610332120231110215958.03-031-08851-4(MiAaPQ)EBC7069917(Au-PeEL)EBL7069917(CKB)24342421000041(EXLCZ)992434242100004120230106d2022 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierFirst transitions to early childhood education and care intercultural dialogues across the globe /E. Jayne White [and four others], editorsCham, Switzerland :Springer,[2022]©20221 online resource (306 pages)Policy and Pedagogy with Under-three Year OldsPrint version: White, E. Jayne First Transitions to Early Childhood Education and Care Cham : Springer International Publishing AG,c2022 9783031088506 Intro -- Foreword -- Acknowledgements -- Contents -- About the Editor and Contributors -- About the Editors -- Contributors -- Chapter 1: Introducing ISSEET -- Introduction -- Part 1: Setting the Scene for a Study of Infant Transitions -- Research Design -- Data Collection Methods -- Data Analysis -- Participants -- Ethical Considerations -- Part 2: Orienting First Transitions in this Book -- Introducing the Chapters -- Terminologies that Portray Realities -- References -- Additional Resources from ISSEET to Date -- Chapter 2: Policies Framing Infant Transitions Across Six Countries -- Introduction -- Geopolitical Similarities and Differences Across Countries -- Equity for Mothers in Paid Employment? -- Women's Employment, Rights, and Maternity Leave -- Home-Care Allowance -- ECEC Arrangements -- Availability of ECEC for Infants -- Final Comments -- References -- Chapter 3: (In)visible Indigenous Perspectives on First Transition -- Introduction -- Recognition and (In)visibility -- Indigenous Conceptions of the Infant -- Becoming and Transition: Indigenous Perspectives and Colonization in ECEC -- Aboriginal and Torres Strait Islander Positionings: A Disconnect Between Becoming, Transition, and Colonization -- Māori Ways of Knowing: A Disconnect Between Becoming and Colonization -- Aboriginal and Torres Strait Islander Perspectives: An ISSEET Encounter -- Māori Perspectives: An Encounter -- Contextualizing the (In)visibility -- Indigenous Concepts of Children, Childhood, and Transition-as-Becoming -- Building Recognition and (In)visibility Through Transition-as-Becoming in Indigenous Contexts -- Concluding Comments -- References -- Chapter 4: Pedagogies of Infant Transition: A Trail of Breadcrumbs -- Introduction -- Specific Policies Shaping Infant Pedagogy for Transitions -- Qualifications and Training -- Structural Variables -- Age of Entry.Curricula Shaping Infant Pedagogies for Transition -- ISSEET ECEC Services Articulating Infant Transitions -- Re-tracing Our Steps Toward Discovery -- References -- Chapter 5: Enacted Pedagogies in First Transitions -- Introduction -- Pedagogies before the First Day -- Visits -- Assigning a Key Educator -- Pedagogies on the First Day -- Arrivals and (Parental) Departures -- After the Parent Leaves -- Routines -- Play -- Concluding Speculations -- References -- Chapter 6: Adult Expectations and Emotions During First Transitions for Infants -- Introduction -- A Sociopolitical Approach to the Event of Earliest Transition -- Introducing the Case Study Narratives -- Case Study 1. Aotearoa New Zealand: "Keep the Home Fires Burning" -- Case Study 2. United States: "I Don't Need to Feel Bad Anymore" -- Case Study 3. Finland: "It Feels Terrible ... But It Will Be Good for Her" -- Case Study 4. Brazil: "A Living Wheel of Care" -- Case Study 5. Scotland: "Becoming a Celebrity" -- Case Study 6: Australia: "Degrees of Misery" -- Case Study 7: Aotearoa (New Zealand): "He's Been here Before" -- Case 8: Finland: "The Smooth Transition" -- Earliest transition Events: An Ethico-onto-Epistemological Response -- References -- Chapter 7: The Social Experience of First Transitions: Infants and their Peers -- Introduction -- Resistance to a Conceptualization of Infant-Peer Relationships -- Organization of the Space -- Observations of Infants' Interactions with Peers -- Final Comments -- References -- Chapter 8: Living the Space in First Transitions -- Introduction -- Social and Relational Space -- Infants' Embodied Experiences in Lived Spaces -- Relationship Between Home and ECEC Spaces During Transition -- Transformation of Space Through Time -- Transformation of Space Through Action and Movement -- Access to Diverse Spaces: Indoors and Outdoors.Concluding Remarks: What Can We Say about Spatiality in Transitions? -- References -- Chapter 9: First Transitions and Time -- Introduction -- Time of the Parents -- Deciding to Share an Infant's Care and Education -- Selecting the ECEC Service -- Transitioning to ECEC -- Time of the Institution -- Beginning to Attend Early Education and Care Services -- Links Between Institutional Time in ECEC and Historical and Contextual Time -- Institutional Time: Annual Cycles and the Year of the Institution -- Weekly and Daily Institutional Cycles -- Time of the Child -- Vignette A: Sleep Routines and Rhythms -- Vignette B: Age on Transition -- Vignette C: From Moment to Moment-The Timing of Interactions -- In the Fullness of Time -- What these Temporalities Mean for Transition -- Time-Related Negotiations -- Intertwining Times -- Conflicts of Time -- Conclusion -- References -- Chapter 10: The "Things" of First Transitions -- Introduction -- Things in Early Childhood Settings: Reviewing the Literature -- Worlding -- Data-Analysis Methodology: Worlded Encounters with "Things" -- Vignettes: Things in the Transition Process -- Madeline (Australia) -- Vignette 1: First Day with Rejected Objects -- The Scene -- Gathering Meaning -- Vignette 2: Madeline's Plushy Lion -- The Scene -- Gathering Meaning -- Zane (Aotearoa New Zealand) -- Vignette 3: First Transition with Velvety Rabbit -- The Scene -- Gathering Meaning -- Vignette 4: Yellow Cube and Friends -- The Scene -- Gathering Meaning -- Imogen (United States) -- Vignette 5: First Transition and Bottle Rejection -- The Scene -- Gathering Meaning -- Vignette 6: Imogen's Vest -- The Scene -- Gathering Meaning -- Vignette 7: Bottle in a Cozy Cubby -- Gathering Meaning -- Things Interanimating Transitions -- Transitional Things -- Meaning-Making, Scriptwriting, and House Building -- Non-things -- Concluding Thoughts.References -- Chapter 11: Epilogue: Where Do We Look to Next? -- References -- Appendix: Observation Coding Sheet: Explanation of Variables -- Index.Policy and Pedagogy with under-Three Year Olds: Cross-disciplinary Insights and Innovations Child care servicesEarly childhood educationEducació infantilthubEscoles bressolthubPsicologia infantilthubAnàlisi transculturalthubLlibres electrònicsthubChild care services.Early childhood education.Educació infantilEscoles bressolPsicologia infantilAnàlisi transcultural362.71White E. JayneMiAaPQMiAaPQMiAaPQBOOK9910586576103321First Transitions to Early Childhood Education and Care2905259UNINA