Under-three Year Olds in Policy and Practice

  • E. Jayne White
  • Carmen Dalli

Table of contents

  1. Front Matter
    Pages i-x
  2. Carmen Dalli, E. Jayne White
    Pages 1-14
  3. Foregrounding Pedagogy

  4. Foregrounding Policy

  5. E. Jayne White, Carmen Dalli
    Pages C1-C1
  6. Back Matter
    Pages 217-224

About this book


The first book in the series Policy and Pedagogy with Under-three year olds: Cross Disciplinary insights and innovations establishes a path for the much-needed examination of the experiences of infants and toddlers in contemporary educational settings across the globe.  Bringing together internationally renowned scholars in the field, it starts a series of discussions about the positioning of under-three year olds in contemporary practice and policy contexts. It takes an in-depth look at what this means for our understanding of under-three year olds and those who share their worlds. Featuring some of the most important contemporary topics in this pedagogical domain, such as care, well-being, belonging, professionalism and status, the contributors offer a kaleidoscope of perspectives for contemplating the new normality of very young children living their lives in group-based early childhood settings, and what gives rise to their current realities. It also explores some important policy directions and trends.


Infant education Toddler education Infant creativity Emotion in education Educating babies Early childhood education participatory learning Family day care Infant pedagogies

Editors and affiliations

  • E. Jayne White
    • 1
  • Carmen Dalli
    • 2
  1. 1.Faculty of EducationUniversity of WaikatoTaurangaNew Zealand
  2. 2.Institute for Early Childhood StudiesVictoria University of WellingtonWellingtonNew Zealand

Bibliographic information

  • DOI
  • Copyright Information Springer Science+Business Media Singapore 2017
  • Publisher Name Springer, Singapore
  • eBook Packages Education Education (R0)
  • Print ISBN 978-981-10-2274-6
  • Online ISBN 978-981-10-2275-3
  • Series Print ISSN 2509-6680
  • Series Online ISSN 2509-6699
  • Buy this book on publisher's site