This book argues that developmental approaches to observation in childhood pedagogy are limiting, restrictive, and present social justice dilemmas. This book unsettles, dismantles, and reimagines observation, proposing new postdevelopmental theories and modes of inquiry for educators. Written by leading scholars based in Australia, Canada, Finland, New Zealand, the UK and the USA, the chapters consider observation as it is enacted in the home, nursery or classroom. Drawing on a range of theories including feminist new materialism, social semiotics, and sociocultural and multimodal approaches to early childhood, the chapters cover a range of areas, from early childhood art and observational literacy tools to intergenerational research, and using photography and video in observations.
Arvustused
This book offers a way of progressing childrens learning by tuning in to children, identifying their broader interests through noticing, rather than looking for a particular developmental milestone. It deliberately shies away from the mundane and limiting focus on literacy, foregrounding the power of creativity in developing the whole child. The language used is accessible yet professional, recognizing the potential of early childhood professionals to push beyond the boundaries of policy, restrictive practices and deterministic developmentalism. The pedagogy of sparks, pulses and flows is empowering, and is explained and explored with good examples to support practitioners in challenging their pedagogy. * Helen Perkins, Open University, UK * This book will be an invaluable resource. It pursues, challenges and deconstructs predominant and traditional ideas surrounding observations. Such ideas are predicated and supported by developmental psychology and can as a consequence lead to the toxic consequences of normalising some children whilst others are seen as deficit. An engagement with this book will alter what is means to observe and in so doing will be a step closer to more equitable ways of observing. * Liz Jones, Manchester Metropolitan University, UK *
Muu info
Challenges dominant developmental models of observation in childhood practice and pedagogy.
Series Editor's Preface
Introduction, Mona Sakr (Middlesex University, UK), Jennifer Rowsell
(University of Bristol, UK) and Kortney Sherbine (Utah State University,
USA)
1. Posthuman Perspectives on Childhoods and Classroom Observation, Kortney
Sherbine (Utah State University, USA)
2. Togetherness in Early Childhood Art: Observation With Young Children,
Shana Cinquemani (Rhode Island School of Design, USA)
3. Movements, Synchronicities, Choreographies: Attuning to Young Childrens
Drawing, Sylvia Kind (Capilano University, Canada)
4. Hacking observational Literacy Tools in Early Childhood Education, Karen
Nociti and Mindy Blaise (Edith Cowan University, Australia)
5. Reconceptualising Observations with Infants and Toddlers: Perspectives
from Aotearoa, New Zealand, Kiri Gould, Marek Tesar and Jen Boyd (University
of Auckland, New Zealand)
6. Speculative Routes to Observation in Early Art Teacher Education,
Christopher M. Schulte (University of Arkansas, USA)
7. Exploring Childrens Material/Digital/Analogue Engagements Through
Intergenerational Research, Mark Shillitoe (International School Delft, the
Netherlands) and Harriet Hand, Jennifer Rowsell, Scarlett Shepherd and
William Squire (University of Bristol, UK)
8. Hidden Mothering and Mutated Modest Witnessing with Hop(scotch) Studio,
Marissa McClure Sweeny (Indiana University of Pennsylvania, USA)
9. Posthuman Babies: Reconceptualizing a Babys First Year, Sara Sintonen and
Alexandra Nordström (University of Helsinki, Finland)
10. Experimental Analysis of Photography and Video in Postdevelopmental
Observations of Early Childhood Art in the Family Home, Mona Sakr (Middlesex
University, UK)
Conclusion, Mona Sakr (Middlesex University, UK), Jennifer Rowsell
(University of Bristol, UK) and Kortney Sherbine (Utah State University,
USA)
References
Index
Mona Sakr is Associate Professor of Early Childhood at Middlesex University, UK.
Jennifer Rowsell is Professor of Digital Literacy at the University of Sheffield, UK.
Kortney Sherbine is an independent researcher in Pittsburgh, Pennsylvania, USA.
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