Chapter 1 Interactions in learning: Theoretical and empirical overview -- Chapter 2 A conceptual framework for early education: What micro-sociology can contribute to a theoretically and empirically well-founded didactic in early education -- Chapter 3 Sensitive responsiveness: An approach to the analysis and improvement of Teacher-Child-Interactions in early childhood settings -- Chapter 4 Children's use of objects in their storytelling -- Chapter 5 Young children's participation in a new language context: A synthesizing analysis for a holistic perspective -- Chapter 6 Shaping gender relations in early childhood education: Children's interactions and learning about gender -- Chapter 7 A dialogic approach to understanding infant interactions -- Chapter 8 Enhancing interactions: Understanding family pedagogy and funds of knowledge "on their turf" -- Chapter 9 "That's not Fair!": Concepts of fairness in New Zealand and Japanese early childhood education -- Chapter 10 Strategies for teacher learning and development over child-adult interactions in ECE settings -- Chapter 11 The importance of professional knowledge for learning support in German ECEC settings -- Chapter 12 Learning about interactions and their role in learning in early childhood education: Lessons from research.

This book provides new insights into how interactions in early childhood education are being studied, and into what these studies’ findings mean for improving the quality of early childhood education. The editors examine the methods, ethics, practices, and questions arising from such close work with children, families and educators, and have brought together a collection that highlights interactions research and practical implications for early childhood education and research, with the ultimate aim of shaping quality practices. Starting with an overview of interaction research and its pedagogical value in early childhood education the book subsequently introduces new interaction studies in early childhood from Europe and Australasia. Drawing from a range of perspectives and using different conceptual and methodological tools the contributors use their interactions research to comment collectively on process quality in early childhood education, and its relationship to the phenomenon of pedagogical interactions. The work as a whole bridges the gap between practice and research by addressing quality interactions for early learning (for practitioners) and providing researchers valuable information on methods for studying interactions within the everyday contexts of early childhood education.

Available to subscribing member institutions only. Доступно лише організаціям членам підписки.

Online access from local network of NaUOA.

Online access with authorization at https://link.springer.com/

Онлайн-доступ з локальної мережі НаУОА.

Онлайн доступ з авторизацією на https://link.springer.com/