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010   $a9783031241741$b(electronic bk.)
010   $z9783031241734
024 7 $a10.1007/978-3-031-24174-1
035   $a(MiAaPQ)EBC7202721
035   $a(Au-PeEL)EBL7202721
035   $a(CKB)26154791800041
035   $a(DE-He213)978-3-031-24174-1
035   $a(EXLCZ)9926154791800041
100   $a20230216d2023      u|         0
101 0 $aeng
135   $aurcnu||||||||
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aMethodology for Early Childhood Education and Care Research $ePremises and Principles of Scientific Knowledge Building /$fby Niklas Pramling
205   $a1st ed. 2023.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2023.
215   $a1 online resource (81 pages)
225 1 $aSpringerBriefs in Education,$x2211-193X
311 08$aPrint version: Pramling, Niklas Methodology for Early Childhood Education and Care Research Cham : Springer International Publishing AG,c2023 9783031241734 
320   $aIncludes bibliographical references.
327   $aIntroduction -- Scientific knowledge -- The importance and functions of theory -- Quality criteria -- Some notes on normativity and research -- Scientific language practices -- Coda: Summary and the importance of being mindful of pareidolia.
330   $aThis book concisely explores the distinguishing features of scientific knowledge and research in early childhood education and care (ECEC). It has a dual-level focus of containing and relating the concrete practices of conducting research with the more fundamental conceptual discussions around research ? the Bildung of the researcher. The book introduces and succinctly explains the concepts of methodology, theoretical knowledge about method, and how all parts of conducting research are informed by theory. The interrelation of these concepts, and many premises of research, are often regarded as assumed knowledge. In this book, premises of research are explicated and discussed, as well as methods on how to engage in informed dialogue. This introductory text explicates many features of scientific knowing and knowledge building in ECEC that tend to be presumed rather than clarified. It will be important in furthering the professional development of PhDstudents, Master?s students, supervisors, and researchers.
410  0$aSpringerBriefs in Education,$x2211-193X
606   $aEarly childhood education
606   $aTeaching
606   $aResearch$xMethodology
606   $aLearning, Psychology of
606   $aEarly Childhood Education
606   $aDidactics and Teaching Methodology
606   $aResearch Skills
606   $aLearning Theory
615  0$aEarly childhood education.
615  0$aTeaching.
615  0$aResearch$xMethodology.
615  0$aLearning, Psychology of.
615 14$aEarly Childhood Education.
615 24$aDidactics and Teaching Methodology.
615 24$aResearch Skills.
615 24$aLearning Theory.
676   $a372.21
676   $a372.21072
700   $aPramling$b Niklas$0976137
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
912   $a9910672444803321
996   $aMethodology for Early Childhood Education and Care Research$93044764
997   $aUNINA