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Full Description
This collection explores key issues related to infant and toddler wellbeing, offering diverse international perspectives on how wellbeing is culturally understood. Scholars from Drawing from Australia, Aotearoa (New Zealand), Brazil, Greece, Norway, Portugal and the UK present local conceptualizations that contribute to a broader, global understanding of wellbeing.
The international contributors examine wellbeing as a crucial construct, emphasising the importance of relationships, health, emotions, imagination, and professional practice in infant-toddler education. Their research covers various topics, including transitions, peer relationships, love, interactions with objects and environments, conceptualisations of time, pedagogical weaving, Indigenous knowledge, and intra-connectedness.
This book highlights the significance of relationships—between people, places, objects, and time—in shaping wellbeing. It challenges readers to reconsider wellbeing as both central to pedagogy and deeply interconnected with humans, non-humans, and vibrant environments. Drawing on diverse theoretical frameworks and research projects, the collection offers rich, multifaceted insights into wellbeing across varied contexts.
Contents
Chapter 1. Interdependencies and Possibilities for Infant-Toddler Wellbeing in Early Childhood Education - Gloria Quinones and Andrea Delaune.- Chapter 2. Socioemotional Development Meets Collectiveness: Manifestations of Social-Emotional Wellbeing in Infants along Processes of Transition to Early Childhood Education and Care Settings - Kaira Neder, Natália M. S. Costa, Marisa von Dentz and Katia S. Amorim.- Chapter 3. Adopting a Group-Based Approach to Illustrate an Infant's Sociability, Peer Relations, and Strategies they Develop for their Wellbeing - Matthew Stapleton, Benjamin S Bradley and Jane Selby.- Chapter 4. Transitional objects in early years and infant-toddler wellbeing - Amanda Norman.- Chapter 5 - Enhancing the Wellbeing of Infants and Toddlers in Greece through their Interaction with Toys and the ECEC Environment - Eleni Sotiropoulou, Eleni Katsiada and Maria Hatzigianni.- Chapter 6. Attention, Pedagogy, and Love: Exploring the Interdependence of Wellbeing for Infants and Teachers through the Philosophy of Iris Murdoch - Andrea Deleune.- Chapter 7. Respect for Babies and Toddlers as Autonomous People and Agentic Learners: The Pedagogical Wisdom of Emmi Pikler and Elinor Goldschmied - Julia Manning-Morton.- Chapter 8. Juggling in Three Dimensions All Time: complex Interdependencies in Infant and Toddler Settings - Sonya Gaches.- Chapter 9. Studying toddlers' wellbeing through experiential lens: A action research in Portuguese context - Sara Barros Araújo.- Chapter 10. Playing with Yoga: Exploring an Embodied Practice to Support Holistic Wellbeing in an ECE Setting in Aotearoa New Zealand - Justine O'Hara-Gregan, Kiri Gould, and Maria Cooper.- Chapter 11. Exploring Infant-Toddler's Wellbeing: Being-with the Flow of Time and Space - Gloria Quinones.- Chapter 12. Entangled Beginnings: Reimagining Early Childhood Wellbeing through Posthumanism - Jen Boyd and Marek Tesar.- Chapter 13. The Ontology of Wellbeing in Pedagogies and Policies: Immanent Proleptic Envrionmenting as Perspectivist Weaving of Bodies and Wor(I)ds - Anne B. Reinertsen.
