國立高雄大學圖資館 |

Language: English

Back

(Re)conceptualising children's rights in infant-toddler care and educationtransnational conversations /

Record Type:	Electronic resources : Monograph/item
Title/Author:	(Re)conceptualising children's rights in infant-toddler care and educationedited by Frances Press, Sandra Cheeseman.
Reminder of title:	transnational conversations /
other author:	Press, Frances.
Published:	Cham :Springer International Publishing :2022.
Description:	xvi, 208 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Children's rights.
Online resource:	https://doi.org/10.1007/978-3-031-05218-7
ISBN:	9783031052187$q(electronic bk.)

(Re)conceptualising children's rights in infant-toddler care and educationtransnational conversations /
(Re)conceptualising children's rights in infant-toddler care and educationtransnational conversations /[electronic resource] :edited by Frances Press, Sandra Cheeseman. - Cham :Springer International Publishing :2022. - xvi, 208 p. :ill., digital ;24 cm. - Policy and pedagogy with under-three year olds: cross-disciplinary insights and innovations,v. 42509-6699 ;. - Policy and pedagogy with under-three year olds: cross-disciplinary insights and innovations ;v.3..

Chapter 1. Conceptualising and reconceptualising infant-toddler rights in a changing early childhood landscape (Frances Press) -- Chapter 2. Children's rights education for the Early Childhood Education and Care student (Sheila Long) -- Chapter 3. Fledgling Embeddedness of Child Rights Education into Early Childhood Education and Care Undergraduate Programs in Chile: Are There Any Possibilities for the Enactment of Infants' and Toddlers' Rights in ECEC centers? (Marcela Pardo) -- Chapter 4. Commentary on Chapters 2 and 3. Our Future Teachers-Duty Bearers, Activists and Advocates (Linda Mitchell) -- Chapter 5. Infants' and toddlers' rights in early childhood settings: Research perspectives informing pedagogical practice (Andi Salamon) -- Chapter 6. Reconceptualising Shier's pathways to participation with infants: Listening and responding to the views of infants in their encounters with curriculum (Sandra Cheeseman) -- Chapter 7. Commentary: Chapters 5 & 6: How Does a Contract Between the Generations Guide our Work as Researchers or Educators? (Niina Ruttanen) -- Chapter 8. Making the Voice of the Child Visible Documenting and Fostering Language from a Children's Rights Perspective (Andrea Tures) -- Chapter 9. A Right to Know: The Positioning of Infants as Knowers in Educator-Infant Interactions (Sheila Degotardi) -- Chapter 10. Commentary Chapters 8 & 9: Supporting Communication Practices: Beyond the Focus on the Child (Martina Street) -- Chapter 11. Communication Rights of Young Children in Early Childhood Education and Care (Anna Cronin) -- Chapter 12. The Rights of the Toddler: The Complexities of Supporting Young Children's Becoming and Belonging in an Inclusive Classroom Community (Susan L. Recchia) -- Chapter 13. Commentary Chapter 12: Finding Voice in Practices (Deborah James) -- Chapter 14. Beyond the tangible, towards the invisible: Reflecting on the rights and realities of infants and toddlers living in an underprivileged context in Mumbai, India (Sanobia Palkhiwala) -- Chapter 15. The Child's Right to Love in Early Learning and Childcare A Scottish Perspective (Jane Malcolm) -- Chapter 16. Commentary Chapter 14 & 15: Contradictions and Challenges About Enacting Infant-Toddler Rights in Diverse Political, Cultural and Policy Contexts (Linda J. Harrison)

This book brings together researchers from a variety of national contexts to examine and explore the conceptualisation, reconceptualisation and translation of children's rights for infants and toddlers in early childhood education and care settings.It brings together authors from various national contexts to examine changing understandings and manifestations of infant and toddler rights in Early Childhood Education and Care. The book aims to engender trans-national dialogue through the contributions. Through such dialogue, both authors and readers are challenged to recognise the specificity of their own cultural contexts and thereby envision a more expansive view of infant and toddler rights. By drawing together reflections on infant-toddler rights from key early childhood researchers across the world, this book will extend readers understandings of rights - not only in terms of how rights are (re)conceptualised but also how to meaningfully translate the rights afforded in policy to practice.

ISBN: 9783031052187$q(electronic bk.)

Standard No.: 10.1007/978-3-031-05218-7doiSubjects--Topical Terms:

268064
Children's rights.

LC Class. No.: HQ789 / .R43 2022

Dewey Class. No.: 323.352

(Re)conceptualising children's rights in infant-toddler care and educationtransnational conversations /
LDR:04476nmm a2200337 a 4500 001 631359
003 DE-He213
005 20221011213242.0
006 m d
007 cr nn 008maaau
008 230411s2022 sz s 0 eng d
020 $a 9783031052187$q(electronic bk.)
020 $a 9783031052170$q(paper)
024 7 $a 10.1007/978-3-031-05218-7 $2 doi
035 $a 978-3-031-05218-7
040 $a GP $c GP
041 0 $a eng
050 4 $a HQ789 $b .R43 2022
072 7 $a JNLA $2 bicssc
072 7 $a EDU023000 $2 bisacsh
072 7 $a JNG $2 thema
082 0 4 $a 323.352 $2 23
090 $a HQ789 $b .R311 2022
245 0 0 $a (Re)conceptualising children's rights in infant-toddler care and education $h [electronic resource] : $b transnational conversations / $c edited by Frances Press, Sandra Cheeseman.
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2022.
300 $a xvi, 208 p. : $b ill., digital ; $c 24 cm.
490 1 $a Policy and pedagogy with under-three year olds: cross-disciplinary insights and innovations, $x 2509-6699 ; $v v. 4
505 0 $a Chapter 1. Conceptualising and reconceptualising infant-toddler rights in a changing early childhood landscape (Frances Press) -- Chapter 2. Children's rights education for the Early Childhood Education and Care student (Sheila Long) -- Chapter 3. Fledgling Embeddedness of Child Rights Education into Early Childhood Education and Care Undergraduate Programs in Chile: Are There Any Possibilities for the Enactment of Infants' and Toddlers' Rights in ECEC centers? (Marcela Pardo) -- Chapter 4. Commentary on Chapters 2 and 3. Our Future Teachers-Duty Bearers, Activists and Advocates (Linda Mitchell) -- Chapter 5. Infants' and toddlers' rights in early childhood settings: Research perspectives informing pedagogical practice (Andi Salamon) -- Chapter 6. Reconceptualising Shier's pathways to participation with infants: Listening and responding to the views of infants in their encounters with curriculum (Sandra Cheeseman) -- Chapter 7. Commentary: Chapters 5 & 6: How Does a Contract Between the Generations Guide our Work as Researchers or Educators? (Niina Ruttanen) -- Chapter 8. Making the Voice of the Child Visible Documenting and Fostering Language from a Children's Rights Perspective (Andrea Tures) -- Chapter 9. A Right to Know: The Positioning of Infants as Knowers in Educator-Infant Interactions (Sheila Degotardi) -- Chapter 10. Commentary Chapters 8 & 9: Supporting Communication Practices: Beyond the Focus on the Child (Martina Street) -- Chapter 11. Communication Rights of Young Children in Early Childhood Education and Care (Anna Cronin) -- Chapter 12. The Rights of the Toddler: The Complexities of Supporting Young Children's Becoming and Belonging in an Inclusive Classroom Community (Susan L. Recchia) -- Chapter 13. Commentary Chapter 12: Finding Voice in Practices (Deborah James) -- Chapter 14. Beyond the tangible, towards the invisible: Reflecting on the rights and realities of infants and toddlers living in an underprivileged context in Mumbai, India (Sanobia Palkhiwala) -- Chapter 15. The Child's Right to Love in Early Learning and Childcare A Scottish Perspective (Jane Malcolm) -- Chapter 16. Commentary Chapter 14 & 15: Contradictions and Challenges About Enacting Infant-Toddler Rights in Diverse Political, Cultural and Policy Contexts (Linda J. Harrison)
520 $a This book brings together researchers from a variety of national contexts to examine and explore the conceptualisation, reconceptualisation and translation of children's rights for infants and toddlers in early childhood education and care settings.It brings together authors from various national contexts to examine changing understandings and manifestations of infant and toddler rights in Early Childhood Education and Care. The book aims to engender trans-national dialogue through the contributions. Through such dialogue, both authors and readers are challenged to recognise the specificity of their own cultural contexts and thereby envision a more expansive view of infant and toddler rights. By drawing together reflections on infant-toddler rights from key early childhood researchers across the world, this book will extend readers understandings of rights - not only in terms of how rights are (re)conceptualised but also how to meaningfully translate the rights afforded in policy to practice.
650 0 $a Children's rights. $3 268064
650 0 $a Early childhood education. $3 288388
650 1 4 $a Early Childhood Education. $3 758399
650 2 4 $a Educational Policy and Politics. $3 308819
650 2 4 $a Sociology of Education. $3 338784
700 1 $a Press, Frances. $3 936999
700 1 $a Cheeseman, Sandra. $3 937000
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a Policy and pedagogy with under-three year olds: cross-disciplinary insights and innovations ; $v v.3. $3 892340
856 4 0 $u https://doi.org/10.1007/978-3-031-05218-7
950 $a Education (SpringerNature-41171)