Overview
- This book is open access, which means that you have free and unlimited access
- Contributes to knowledge building in Early Childhood Education and Care research
- Offers examples of personnel-researcher collaborative research projects in the field
- Addresses a wide variety of case studies of practice-development research from Sweden, Norway and Denmark
Part of the book series: International Perspectives on Early Childhood Education and Development (CHILD, volume 38)
Buy print copy
Tax calculation will be finalised at checkout
About this book
This open access book addresses the growing trend in the field of early childhood education and care (ECEC) research named collaborative knowledge building in which researchers and ECEC personnel collaborate. This kind of research encompasses a number of approaches, such as design studies, action studies, Learning Studies, Lesson Studies, and combined research and development studies.
There are important differences between these approaches, but they also share some features, which makes it possible to see them as examples of a particular tradition of knowledge building. Collaborative knowledge building constitutes close ties between developing practices of early childhood education and care, and generating empirically grounded theoretical knowledge.
This book contributes to the methodology of practices-developing research by mapping this movement through exemplifying themes actualised in such studies, and through conceptualizing important andrecurring gains and challenges. It also describes how the latter can be taken on.
Similar content being viewed by others
Keywords
- Open Access
- practice-developing research
- researcher-teacher collaborative knowledge building
- inter-professions collaboration
- practice based mathematics education research
- toddlers’ mathematical development in Swedish preschools
- metacognitive approach to children’s learning
- Research-practice collaboration
- Competence development
- preschool education for immigrant children
- knowledge creating practices in partnership research
- Play-responsive teaching
- practice-based research
- foundational ethos of collaboration
- participatory-driven creative learning
- teachers as agents in the research process
- interprofessional dialogue (MIROR)
- de-reifying language in research
Table of contents (12 chapters)
-
Front Matter
-
Introduction
-
Front Matter
-
-
Example Studies
-
Front Matter
-
-
Theoretical and Conceptual Discussions and Tools
-
Front Matter
-
Editors and Affiliations
About the editors
Cecilia Wallerstedt is Professor in Education at the Department of Education, Communication and Learning at the University of Gothenburg, Sweden. Her research interest concerns knowledge, teaching and learning in music, and the interaction between teachers and children/pupils. She has conducted practice-based research in several projects in preschool, primary- and secondary school.
Eva Brooks is Professor in IT-based Design, Learning and Innovation at the Department of Culture and Learning, Aalborg University, Denmark. Her research has a design focus on participation, social interaction, and the use and development of digital technology and their implications for play and learning. Her research also includes an innovation dimension, where she applies a design-oriented approach to co-creative processes with children. She has been involved in several research projects concerning children’s participation, play, and learning in state-of-the-art technology settings. Currently, her research also has a focus on teachers’ professional digital competence grounded in creative workshops where the learning is participative, collaborative and peer-oriented.
Elin Eriksen Ødegaard is Professor, Dr. Fil. and Director of KINDKNOW - Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures at Western Norway University of Applied Science. She is working with partnership research for professional development in efforts to understand and support conditions for institutional pedagogical practice. Her research interest embraces cultural historical ideas, global and local perspectives, teachers’ pedagogies and changing practices for sustainable futures and children’s play exploration. She often uses narrative, explorative and multimedia resources in her research and communication. She has authored and co-authors 9 books and more than 50 scientific articles/chapters.
Niklas Pramling is Professor of Education at the University of Gothenburg, Sweden. He is Director of two national research schools for preschool teachers (funded by the Swedish Research Council). He conducts communications research in early childhood education and care settings and beyond.
Bibliographic Information
Book Title: Methodology for Research with Early Childhood Education and Care Professionals
Book Subtitle: Example Studies and Theoretical Elaboration
Editors: Cecilia Wallerstedt, Eva Brooks, Elin Eriksen Ødegaard, Niklas Pramling
Series Title: International Perspectives on Early Childhood Education and Development
DOI: https://doi.org/10.1007/978-3-031-14583-4
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2023
Hardcover ISBN: 978-3-031-14582-7Published: 30 November 2022
Softcover ISBN: 978-3-031-14585-8Published: 30 November 2022
eBook ISBN: 978-3-031-14583-4Published: 28 November 2022
Series ISSN: 2468-8746
Series E-ISSN: 2468-8754
Edition Number: 1
Number of Pages: XII, 181
Number of Illustrations: 1 b/w illustrations