Practices/8, New Zealand: attentive encounters: infant and toddler participation in an early childhood community

Iris Duhn

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

    Abstract

    This chapter provides a brief overview of relevant literature around infant and toddler participation to outline current understandings, and their possibilities and limitations, for very young children’s self-determination in early childhood education. Possibilities are further explored with the introduction of a research project in the context of New Zealand. Specifically, a brief encounter between a baby and an educator is described to argue that adults’ perception of babies’ capabilities both limit and open up possibilities for young children’s agency. In other words, the chapter encourages the view that often too much is assumed when it comes to very young children’s participation and self-determination. Admitting to uncertainty is possibly a way forward to enable unexpected encounters and surprising participation to emerge in pedagogical practice and research with babies and toddlers. Such an approach supports the unsettling of assumptions about very young children’s capabilities and opens spaces for less adult-centric understandings of babies and toddlers as learners.
    Original languageEnglish
    Title of host publicationChildren’s Self-determination in the Context of Early Childhood Education and Services
    Subtitle of host publicationDiscources, Policies and Practices
    EditorsFederico Farini, Angela Scollan
    Place of PublicationCham Switzerland
    PublisherSpringer
    Chapter9
    Pages125-134
    Number of pages10
    Edition1st
    ISBN (Electronic)9783030145569
    ISBN (Print)9783030145552
    DOIs
    Publication statusPublished - 2019

    Publication series

    NameInternational Perspectives on Early Childhood Education and Development
    Volume25
    ISSN (Print)2468-8746
    ISSN (Electronic)2468-8754

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