Description
Despite vast possible differences across geographic locations, cultural practices, community values, and curricular priorities, there are everyday events that are intimately familiar in the context of early childhood care and education centres. By attending to the daily events that are often overlooked and considerably under-theorized, this insightful text highlights the complexity of the everyday in early childhood settings. Contributions to this edited collection are organized to follow the chronology of a school day; each chapter draws upon post-foundational theories and empirical qualitative data in order to (re)examine a familiar routine within an early years centre, such as walking down the hallway, eating a snack, napping, or changing one’s clothing. The authors argue for a mundane early childhood praxis that attends to the pedagogical possibilities within the seemingly unremarkable and highlights its importance, especially during what are understood to be unprecedented times.
This book will be of interest to advanced practitioners, graduate students, and scholars, and for use in courses in early childhood education, childhood studies, and educational foundations.
Table of Contents
1. Unlocking/Lights On: Attending to the every/day
Casey Y. Myers, Kylie Smith, Rochelle L. Hostler, and Marek Tesar
2. Welcoming: Acts of (be)coming together
Marek Tesar and Jen Boyd
3. Washing up: Handwashing as an embodied practice in preschool bathrooms
Lacey Peters
4. Snacktime: The “both/and” of an in-between praxis
Margarita Ruíz Guerrero and Michelle Salazar Pérez
5. (Un)dressing: An ethical consideration of children’s participation in dressing to be outside
Cassandra Kotsanas
6. Queueing and waiting: Reconceptualizing the still, silent line
Rochelle L. Hostler
7. Moving through the hallway: More-than-human relations in liminal spaces
Casey Y. Myers and Jennifer K. Lampe
8. Going outside - going inside: Negotiating cultural complexities and tensions
Sonja Arndt
9. Eating lunch: Toddlers’ lunchtime entanglements
Emmanuelle N. Fincham and Amanda Fellner
10. Toileting: Entanglements of curriculum and care in the toddler classroom
Brianna Foraker
11. Sleeping and Rest: Encounters with sleep/time
Kylie Smith
12. Tidying up: Rethinking “ryddetid” as democratic practices in early childhood institutions
Marcela Montserrat Fonseca Bustos and Johanne Ilje-Lien
13. Saying good-bye: Theorising fleeting disconnections
Marek Tesar and Jen Boyd
14. Locking up/Lights Off: Envisioning a mundane early childhood praxis
Casey Y Myers, Kylie Smith, Rochelle L. Hostler, and Marek Tesar
