Based on a rich seam of research evidence, this book leverages value in engaging with scientific enquiry to further understanding of young children’s emotional experiences.
Early childhood development has featured increasingly prominently on international policymakers’ agenda in recent years. Yet whilst policy foregrounds economic imperatives including academic attainment, school readiness, and time-bound outcomes, similar attention has not been afforded to the potential value of nourishing affective engagements that may secure ‘emotional capital’ for infants and young children. This collection from the field of early childhood is therefore timely. Its chapters are based on empirical evidence derived from contemporary scientific studies, and address challenges and opportunities inherent in young children’s emotional experiences in diverse twenty-first century early childhood education and care contexts. The authors provoke debate, discussion, and critique, and they ask significant questions of the policymakers, practitioners, and carers who may influence young children’s lives and their emotional experiences. The findings that are presented in the chapters indicate overall that a test-based approach may detract from young children’s emotional development as well as the positive affective experiences in early childhood which have potential to provide an important foundation for a fulfilling life.
This book was originally published as a special issue of Early Child Development and Care.
Table of Contents
Introduction – Young children’s emotional experiences 1. Promoting and marginalising young children’s social and emotional experiences through SEL 2. Love, satisfaction and exhaustion in the nursery: methodological issues in evaluating the impact of Work Discussion groups in the nursery 3. Making the personal visible: emotion in the nursery 4. Being touched – the transformative potential of nurturing touch practices in relation to toddlers’ learning and emotional well-being 5. Young children’s agency: exploring children’s interactions with practitioners and ancillary staff members in Greek early childhood education and care settings 6. Children’s negotiation tactics and socio-emotional self-regulation in child-led play experiences: the influence of the preschool pedagogic culture 7. Indirect effects of cognitive self-regulation on the relation between emotion knowledge and emotionality 8. The Hare and the Tortoise go to Forest School: taking the scenic route to academic attainment via emotional wellbeing outdoors
Jane Murray is an Associate Professor in the Centre for Education and Research at the University of Northampton, UK. Her research interests and publications concern education, early childhood education, and social inclusion. She is Editor of the International Journal of Early Years Education
Ioanna Palaiologou is an Associate at UCL Institute of Education, London, UK, a Chartered Psychologist, and Co-Director of Canterbury Educational Services. Her research interests and publications include focus on leadership, research methods, and observation in early childhood.