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Young Children Playing

Relational Approaches to Emotional Learning in Early Childhood Settings

Sophie Jane Alcock (Autor)

Buch | Hardcover

194 Seiten

2016 | 1st ed. 2016
Springer Verlag, Singapore
978-981-10-1205-1 (ISBN)

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The subject of this book is young children’s emotional-social learning and development within early childhood care and education settings in Aotearoa-New Zealand. The focus on emotional complexity fills a gap in early childhood care and education research where young children are frequently framed narrowly as ‘learners,’ ignoring the importance of emotional functioning and the feelings with which children make sense of themselves and the world. This book draws on original data in the form of narrative-like framed events to creatively illustrate the complexities in children’s diverse ways of feeling, thinking, playing, being, and becoming. Events illuminate the feelings and meanings of observed experiences in holistic and contextualised gestalts. Awareness of unconscious processes, the feeling of feelings, and cultural dimensions of development and meaning-making are addressed. The book emphasises the emergent and psychodynamic nature of children’s development and learning with strong links to the role of play and playfulness in the events, drawing on two ethnographically inspired research projects that present theory, experience and practice in real-life events.

Dr Sophie Alcock has been involved in early childhood care and education for many years as a practitioner, university lecturer, professional development facilitator, and researcher. Her research focuses on the relational nature and social-emotional-spiritual-cultural dimensions of children’s learning and development in play. Sophie’s interest in children’s play is reflected in her creative approach to understanding the complexities in play. She is a senior lecturer in the School of Education, Te Puna Akopai, Victoria University of Wellington, New Zealand.

Chapter 1 Framing: Young Children Relating and Playing.- Chapter 2 Research Methods: Observing Experience in Two projects (Parts 2 and 3).- Chapter 3 The Intersubjective in-between-ness in Young Children's Playfulness.- Chapter 4 Words Connecting Children Playfully Together.- Chapter 5 Becoming Selves in Play.- Chapter 6 Imagining while Playing.- Chapter 7 Feelings Felt in Bodies.- Chapter 8 A Holding Environment.- Chapter 9 Relational Fields and Context.- Chapter 10 Implications: Teachers being Relationally Aware.

Erscheinungsdatum	08.10.2016
Reihe/Serie	International Perspectives on Early Childhood Education and Development ; 12
Zusatzinfo	XIV, 194 p.
Verlagsort	Singapore
Sprache	englisch
Maße	155 x 235 mm
Themenwelt	Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
	Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika
	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
	Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik
Schlagworte	Attachment as belonging • Childhood development and psychology • Cognitive learning-experience • Early childhood care and education services • ECCE services • Emotional complexity • Emotional learning-experience • Emotional-social learning • Micro-macro activity systems • Narrative events • Nature of playfulness • New Zealand Early Childhood Education • Perezhivanie • Post-Freudian • Post-Kleinian • Relational and sociocultural psychoanalytic perspectives • Sophie Alcock • Tangata whenua • Vygotsky • zone of proximal development
ISBN-10	981-10-1205-9 / 9811012059
ISBN-13	978-981-10-1205-1 / 9789811012051
Zustand	Neuware