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Table of Contents
Contributors; Chapter 1: Interactions and Learning: Overview and Introduction; What Do We Mean by 'Interactions'?; A Shifting Gaze in the Science of Teaching and Learning; Why Should Those Invested in Early Years Education Pay Attention to Interactions?; This Book's Chapters; References; Chapter 2: A Conceptual Framework for Early Education: What Micro-sociology Can Contribute to a Theoretically and Empirically Well-Founded Didactic in Early Education; Concluding Discussion; References
Chapter 3: Sensitive Responsiveness: An Approach to the Analysis and Improvement of Teacher-Child Interactions in Early Childhood Settings Introduction; Theoretical Background; The Concept of Sensitive Responsiveness; Research Methods; Results; Reciprocity of Teacher's Sensitive Responsiveness and Children's Involvement in Interactions; Children Can Influence Teacher's Interaction Behaviour; A Low Level of Sensitive Responsiveness May Turn Children Away; Implications for Early Childhood Education; Questions for Reflection; References
Chapter 4: Children's Use of Objects in Their Storytelling Storytelling in the Early Years; Links to ECE Curriculum: Te Whāriki; The Role of Objects in the Early Years; The Research; Storytelling with Objects; Story Shells: Co-producing a Story with Objects as Support; Technology Mediating Storytelling; Discussion; Appendix: CA Transcription Conventions; References; Chapter 5: Young Children's Participation in a New Language Context: A Synthesising Analysis for a Holistic Perspective; Introduction; Young Children's Participation in ECE; Theorising Participation and Learning
Empirical Investigation Synthesising Analysis; Findings; Discussion and Conclusion; References; Chapter 6: Shaping Gender Relations in Early Childhood Education: Children's Interactions and Learning About Gender; Introduction; Traditional Gender Theories and Early Childhood Education; The Research Project; Counting Boys and Girls; Analysis; Discussion; Conclusion; References; Chapter 7: A Dialogic Approach to Understanding Infant Interactions; Introduction; Understanding Interaction as a Dialogic Event; Re-probing Interviews; Coding and Interpreting Interactions
An Example of Interaction as an Event-of-Co-Being Implications for Infant Interactions in ECEC; Glossary; References; Chapter 8: Enhancing Interactions: Understanding Family Pedagogy and Funds of Knowledge "on Their Turf"; Introduction; Family and Community as a Key Curriculum Principle; Family Pedagogy; Funds of Knowledge; Home Visits in Early Childhood Education; Research Design and the Home Visit to Zoe's Family; Findings About Family Pedagogy and Funds of Knowledge; After the Home Visit: Enhancing Teacher-Child Interactions at Small Kauri
Chapter 3: Sensitive Responsiveness: An Approach to the Analysis and Improvement of Teacher-Child Interactions in Early Childhood Settings Introduction; Theoretical Background; The Concept of Sensitive Responsiveness; Research Methods; Results; Reciprocity of Teacher's Sensitive Responsiveness and Children's Involvement in Interactions; Children Can Influence Teacher's Interaction Behaviour; A Low Level of Sensitive Responsiveness May Turn Children Away; Implications for Early Childhood Education; Questions for Reflection; References
Chapter 4: Children's Use of Objects in Their Storytelling Storytelling in the Early Years; Links to ECE Curriculum: Te Whāriki; The Role of Objects in the Early Years; The Research; Storytelling with Objects; Story Shells: Co-producing a Story with Objects as Support; Technology Mediating Storytelling; Discussion; Appendix: CA Transcription Conventions; References; Chapter 5: Young Children's Participation in a New Language Context: A Synthesising Analysis for a Holistic Perspective; Introduction; Young Children's Participation in ECE; Theorising Participation and Learning
Empirical Investigation Synthesising Analysis; Findings; Discussion and Conclusion; References; Chapter 6: Shaping Gender Relations in Early Childhood Education: Children's Interactions and Learning About Gender; Introduction; Traditional Gender Theories and Early Childhood Education; The Research Project; Counting Boys and Girls; Analysis; Discussion; Conclusion; References; Chapter 7: A Dialogic Approach to Understanding Infant Interactions; Introduction; Understanding Interaction as a Dialogic Event; Re-probing Interviews; Coding and Interpreting Interactions
An Example of Interaction as an Event-of-Co-Being Implications for Infant Interactions in ECEC; Glossary; References; Chapter 8: Enhancing Interactions: Understanding Family Pedagogy and Funds of Knowledge "on Their Turf"; Introduction; Family and Community as a Key Curriculum Principle; Family Pedagogy; Funds of Knowledge; Home Visits in Early Childhood Education; Research Design and the Home Visit to Zoe's Family; Findings About Family Pedagogy and Funds of Knowledge; After the Home Visit: Enhancing Teacher-Child Interactions at Small Kauri