Full Description
This open access book directs its attention to a desire for inter- and transdisciplinary, reciprocal collaborations in studies concerning young children. It focuses on the possibilities and obstacles in collaborative forms of inquiry involving those stakeholders and actors whom the research concerns, specifically the participating children. The backdrop of the discussions and theoretical investigations is the inter- and transdisciplinary project Enhancing Children's Attention. Within the framework of an evidence-based intervention, this project performed multiple qualitative forms of inquiry, including emergent forms of collaborations with children. The book provides a discussion on how young children's development, learning, and lives are understood in the developmental sciences, and in the humanities and social sciences. It specifically addresses scholars interested in postdevelopmental, posthumanist, new materialist, and postqualitative approaches. The book proposes a displaced form of postdevelompentalism for future collaborative forms of inquiry with a focus on multiple forms of knowledge and knowing.
Contents
Chapter 1. Introduction.- Chapter 2. On development, and nature, nurture, and culture relations.- Chapter 3. The emergence of postdevelopmentalism and a coconstitutive view of development.- Chapter 4. "Whose science is it?" The field of child, childhood and early childhood education.- Chapter 5. "Those whom the research concerns". The doing of intervention research as inter- and trans-disciplinary inquiry.- Chapter 6. Troubling ethics in developmental and postdevelopmental inquiry involving children.- Chapter 7. Standardized tests: Children in the middle of a "dangerous" research practice.- Chapter 8. Children and the EEG-hat: Exploratory research to investigate children's experiences and participation.- Chapter 9. Gendered-trouble in the interdisciplinary bakery.- Chapter 10. The problem of words and language in interdisciplinary collaborations.- Chapter 11. Conclusions.
