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Table of Contents
Intro
Acknowledgements
Contents
List of Figures
List of Tables
Chapter 1: Introducing the Book
1.1 What Is the Book About?
1.2 The Ideas That Fed the Development of This Book
1.3 A Sure Start: Presenting Some Key Concepts for This Book
1.3.1 Self-Determination
1.3.2 Agency
1.3.3 Positioning
1.3.4 Pedagogy of Listening
1.3.5 Democratic Pedagogy and Dialogic Pedagogy
1.3.6 Project-Based Approach
1.4 Two Philosophies That Inspired a Journey of Pedagogical Innovation
References
Chapter 2: The Culture of a Project of Pedagogical Innovation
2.1 Introduction
2.2 Education for Young Children, Education with Young Children
2.3 Self-Determination: A Concept with a Long History, But Still Unsettled
2.4 Trying to Overcome the Conflict with Fresh Theorisations: A Psychological Approach to Self-Determination
2.5 Agency Becomes a Key Concept for the Sociological Study of Childhood
References
Chapter 3: What Is Facilitation?
3.1 Facilitation of Children's Agency: What Does Facilitation Mean?
3.2 Voices of Children in Educational Encounters: A Critical Comparison Between Facilitation and Neo-Vygotskyian Methodologies
3.3 High Chairs, Low Chairs, Where Do Children and Adults Sit in Educational Encounters?
3.4 Does Children's Agency Have a Place in Pedagogies?
3.5 Early Childhood Education: A Pedagogy of Listening Therefore a Dialogic Pedagogy. What Can Facilitation Do for It?
3.6 A Few Words on Narratives, Because Authoring Narratives Is Authoring Knowledge Is an Expression of Agency
References
Chapter 4: How We Can Say What We Say: The Methodology of Facilitation, the Methodology of Observing Facilitation
4.1 How We Designed Facilitative Workshops: The Project-Based Approach
4.2 'Seeing' Self-Determination in Adult-Child Interactions: Methodological Observations
4.3 A Few How To? Notes on the Observation of Project-Based Approach Workshops
4.4 The Local Contexts Where Our Pedagogical Innovation Became Real
4.5 The Production of Data: On Video Recording
4.6 What About the Background? Critical Remarks on Expectations and Assumptions, Including a Methodological Point
4.7 What We Looked for When We Looked at Child-Adult Interactions
4.7.1 Facilitative Actions: Invitations to Talk
4.7.2 Facilitative Actions: Asking Questions to Promote Narratives
4.7.3 Facilitative Actions: Feedback to Support Children's Authorship of Narratives
4.7.4 Facilitative Actions: Facilitator's Personal Stories
4.8 Children's Personal Initiatives
4.9 Ethical Essentials
References
Chapter 5: How Did It Go? Building Knowledge Together with the Help of Facilitative Actions
5.1 Introduction
5.2 How Facilitative Actions Can Upgrade Children's Status as Authors of Knowledge
5.2.1 Promoting Narratives: Inviting Children to Talk
5.2.2 Asking Questions to Support Authorship of Narratives
Acknowledgements
Contents
List of Figures
List of Tables
Chapter 1: Introducing the Book
1.1 What Is the Book About?
1.2 The Ideas That Fed the Development of This Book
1.3 A Sure Start: Presenting Some Key Concepts for This Book
1.3.1 Self-Determination
1.3.2 Agency
1.3.3 Positioning
1.3.4 Pedagogy of Listening
1.3.5 Democratic Pedagogy and Dialogic Pedagogy
1.3.6 Project-Based Approach
1.4 Two Philosophies That Inspired a Journey of Pedagogical Innovation
References
Chapter 2: The Culture of a Project of Pedagogical Innovation
2.1 Introduction
2.2 Education for Young Children, Education with Young Children
2.3 Self-Determination: A Concept with a Long History, But Still Unsettled
2.4 Trying to Overcome the Conflict with Fresh Theorisations: A Psychological Approach to Self-Determination
2.5 Agency Becomes a Key Concept for the Sociological Study of Childhood
References
Chapter 3: What Is Facilitation?
3.1 Facilitation of Children's Agency: What Does Facilitation Mean?
3.2 Voices of Children in Educational Encounters: A Critical Comparison Between Facilitation and Neo-Vygotskyian Methodologies
3.3 High Chairs, Low Chairs, Where Do Children and Adults Sit in Educational Encounters?
3.4 Does Children's Agency Have a Place in Pedagogies?
3.5 Early Childhood Education: A Pedagogy of Listening Therefore a Dialogic Pedagogy. What Can Facilitation Do for It?
3.6 A Few Words on Narratives, Because Authoring Narratives Is Authoring Knowledge Is an Expression of Agency
References
Chapter 4: How We Can Say What We Say: The Methodology of Facilitation, the Methodology of Observing Facilitation
4.1 How We Designed Facilitative Workshops: The Project-Based Approach
4.2 'Seeing' Self-Determination in Adult-Child Interactions: Methodological Observations
4.3 A Few How To? Notes on the Observation of Project-Based Approach Workshops
4.4 The Local Contexts Where Our Pedagogical Innovation Became Real
4.5 The Production of Data: On Video Recording
4.6 What About the Background? Critical Remarks on Expectations and Assumptions, Including a Methodological Point
4.7 What We Looked for When We Looked at Child-Adult Interactions
4.7.1 Facilitative Actions: Invitations to Talk
4.7.2 Facilitative Actions: Asking Questions to Promote Narratives
4.7.3 Facilitative Actions: Feedback to Support Children's Authorship of Narratives
4.7.4 Facilitative Actions: Facilitator's Personal Stories
4.8 Children's Personal Initiatives
4.9 Ethical Essentials
References
Chapter 5: How Did It Go? Building Knowledge Together with the Help of Facilitative Actions
5.1 Introduction
5.2 How Facilitative Actions Can Upgrade Children's Status as Authors of Knowledge
5.2.1 Promoting Narratives: Inviting Children to Talk
5.2.2 Asking Questions to Support Authorship of Narratives