1st Edition
Collaborative Pathways to Friendship in Early Childhood A Cultural-historical Perspective
List of Figures
Foreword
Acknowledgements
Section 1. Introduction
Chapter 1. Introduction to Young Children Developing Collaborative Pathways to Friendships
Chapter 2. A Cultural–Historical Approach to Understanding Social Relations and Friendships
Section 2. Friendship as a Family Project in Homes: The Parent, Child's and Friend's Perspectives
Chapter 3. The Child’s Perspective — Social Relations and Pathways to Friendships
Chapter 4. Moral Imagining as a Project for Friendship in the Family Setting
Chapter 5. Parents’ Perspectives of Friendships—Pathways to the Future
Section 3. Friendship as a Community Project in Schools: The Parent's, Teacher's and Principal's Perspectives
Chapter 6. Imagining Futures — A Collaborative Community Project for Friendship in the School
Chapter 7. Teachers’ Perspectives of Friendships — Pathways towards Social Futures
Chapter 8. Friends and Moral Imagination
Chapter 9. Collaborative Initiatives of Friends in the School Setting
Chapter 10. Past, Present and Future Collaborative Pathways for Friendships
Biography
Dr Megan Adams is a Lecturer in Inclusion at Monash University, Australia.
Dr Gloria Quinones is a Lecturer in Early Childhood Education at Monash University, Australia.
This book has two main contributions to the field. First, the introduction of cultural-historical perspective as part of studying the formation of children’s friendships and social relations and the way in which moral imagination as a concept is drawn on to enrich and elaborate the theoretical perspective is novel in this context. Second, the authors endeavour to bring a holistic perspective together, across contexts and across different actors - it is clearly a contribution to the field. These are the major strengths of the book and make it essential reading for educators, and a unique book.
Jaakko Hilppö Post-Doctoral Fellow University of Helsinki
There is a real need for this book which is both theoretically well-grounded and practical with a lot of research data that illustrates well the authors’ arguments. The authors emphasize how friendships may be formed and sustained beyond the classroom, they are studied across contexts, rather than in isolation, which brings a unique contribution to this discussion.
Associate Professor Daniel Goulart
