- ホーム
- > 洋書
- > ドイツ書
- > Social Sciences, Jurisprudence & Economy
- > Education Science / Pedagogic
- > kindergarden & preschool education
Full Description
This open access book addresses methodological issues related to researching young children's learning and development, teacher education, and professional development. It pays special attention to research conducted in digital contexts in response to the new societal demands of a global pandemic and crisis. It illustrates and discusses new methods and tools, new study designs, new analysis techniques, and new procedures developed in a time of crisis in two different parts of the world, Australia and Norway. The book suggests that, during the global pandemic, a theoretical crisis in researching children's development in different contexts has emerged, which has not only created the need for new methods and methodologies, but has opened the space for the development of theory itself. Following a cultural-historical perspective, this book theorises these new approaches to create new theoretical concepts and new ways of researching, better understanding, and efficiently supporting childhoods in a continually changing world.
This book is a great resource for researchers and students in the fields of early childhood education and educational psychology.
Contents
1.Cultural-historical digital methodology: In times of change, innovation and resilience in the early years.- 2. Theoretical framing of a digital education experiment.- 3. Beyond physical space: Using digital technology as a relational tool to support collaborative educational experiment implementation.- 4. The individual and collective minds behind the role of the educator-researcher: An integrated educational experiment.- 5. Methodological opportunities in using Digital tools: An Educational experiment aimed at studying young children's theoretical modelling in science.- 6. The role of social media used in a digital experiment with kindergarten teachers in China.- 7. Digital analysis: challenges, possibilities, and opportunities.- 8. Mapping the Pathway of Science Concept Formation Across Infancy and Toddlerhood: A Digital Methodology.- 9. Becoming conscious of gendered interactions: Teacher development through an app as a digital tool.- 10. Cultural Historical digital methodologies and analysis: Lessons learned from a hybrid to a fully digitalised approach.- 11. Beyond the everyday: Digital tools for analysing how children create their own developmental conditions for inclusion.- 12. Historical and Psychological Materialism: Conceptual tools for digital educational experiments in the family settings.- 13. Creating Conditions for the Doubleness of Parents' Role in Research: Building Research Intersubjectivity between the Researcher and Parents in a Digital Cultural-Historical Educational Experiment.- 14. Narrative-based digital apps to help families create motivating conditions for young children's spatial reasoning skills development.- 15. Conceptual PlayWorlds for families: A social media educational experiment with families to support young children's STEM concept formation in home settings.- 16. Conceptualising the role of parents in digital educational experiments: Conceptual PlayWorlds in family settings.- 17. defysicalisation or innovation of institutional practice: question of motives encouraged by digital artifacts.- 18. Transformation of Academic Teachers' Motives and Dilemmas When Digitalising Kindergarten Teacher Education in Norway.- 19. Researching intergenerational engagements and programmes during the COVID-19 pandemic: a methodological reflexivity.- 20. (Data) Sharing is caring: corona-changes of research design in a PhD project.- 21. Multiple Perspectives in Digital Visual Observation: A New Methodological Approach to Study Children.- 22. Digital data and communication in context of the profession.- 23. Resilience in partnership research - using digital platforms in the co-creation of knowledge in pandemic times.- 24. PLUM - SKUM - The making of a Video of washing hands with and for the youngest children after the outbreak of Covid-19.- 25. VR technology in preschool teacher education -Methodological reflections.- 26. Digitaliation - professional development/teacher education - internationalization.- 27. Afterwords/Conclusions.
