1st Edition
Understanding the Under 3s and the Implications for Education
This book originated from an awareness of the persistent lack of knowledge supporting a more respectful reception and approach to the youngest in our changing societies. It follows initiatives of networks of researchers from several countries, sharing insights from current studies carried out in their different cultures. Introduced by a state of art review-like chapter on birth to 3 literature, the book, which can be pictured as a composition, begins with a journey inside the creativity of these young persons and a picture of a companionable learning. It deals with the role of the spatial and physical dimensions of the setting and pictures how the educator can create meaningful participation and launch early exercises in democracy, with respect for diversities. It provides a deeper understanding of a pedagogical accompaniment based on ‘participatory alliance’ and of the development of communication and language. The text will be a useful addition to researchers, practitioners, and other stakeholders.
This book was originally published as a special issue of the European Early Childhood Education Research Journal.
1. Understanding children from 0 to 3 years of age and its implications for education. What’s new on the babies’ side? Origins and evolutions Sylvie Rayna and Ferre Laevers
2. What young children give to their learning, making education work to sustain a community and its culture Colwyn Trevarthen
3. Companionable learning: a mechanism for holistic well-being development from birth Rosemary Roberts
4. Sharing attention and activities among toddlers: the spatial dimension of the setting and the educator’s role Tullia Musatti and Susanna Mayer
5. Early education for diversity: starting from birth Júlia Oliveira-Formosinho and Sara Barros Araújo
6. Look at me! Does the adult truly see and respond to the child in Finnish day-care centres? Marjatta Kalliala
7. From the curriculum framework to its dissemination: the accompaniment of educational practices in care facilities for children under three years Florence Pirard
8. Promoting language in under 3s. Assessing language development and the quality of adult intervention Ferre Laevers, Evelien Buyse, Annemieke Willekens and Tine Janssen
Biography
Sylvie Rayna is researching and teaching at the French Institute of Education (IFE) in the Ecole Normale Supérieure of Lyon (ENSL) and at University Paris 13 where she is in charge of the research program ‘Early Childhood’ within the research center EXPERICE. She has worked on socio-cognitive development and carried out evaluations of ECEC policies and comparative studies.
Ferre Laevers is director of the Research Centre for Experiential Education (EXE) based at the University of Leuven, Belgium. Through practice oriented research, development and dissemination EXE became an influential educational movement with concepts, instruments and materials inspiring researchers, practitioners and policy makers in ECEC all over the world.
