Written by a team of international contributors and featuring case studies from a range of educational settings in Australia, Denmark, Spain, Sweden, and the USA, this edited book is the first in the field of early childhood and youth studies to draw on Vygotsky's cultural-historical theory to give insights into transitions in childhood, what they are and how they are differently experienced. Transitions are explored holistically so the chapters not only focus on the person transitioning but also the institutions in which the person is transitioning from and to, with a focus on schools and daycare. The contributors look at how societal values and policies impact these transitions and comparison are drawn between international settings. The book includes chapters on expatriate families, immigrant children, home-school transitions, the role of play and communities. Through interviews, case studies and the analysis of empirical material from fieldwork, Children's Transitions in Everyday Life and Institutions reflects on the best ways to engage children so that they may emerge as competent actors in their new settings and transition well.

This book uses the concept of exploration as a way of understanding transitions in children between the ages of 5 to 18 years old. Written by an international group of scholars from Australia, Brazil, China, Denmark, Finland, Greenland, India, Norway and the UK, the chapters offer a diverse set of case studies. The topics and themes covered include transitions in outdoor playtime, the transition to daycare, compassion in kindergarten, learning with fathers, transitions of Chinese traditional culture and disability. The chapters are organised into two parts, the first part covering macro transitions and the second covering micro-genetic transitions. The contributors show how both macro and micro-genetic transitions influence children's everyday lives, and how these different transitions open up new possibilities for play, learning and development. The contributors draw on Vygotsky's cultural historical theory and the understanding that children's cultural formation takes form in a dialectic relation between children's interests and motives and the institutional settings they participate in.

Psychology and the Conduct of Everyday Life moves psychological theory and research practice out of the laboratory and into the everyday world. Drawing on recent developments across the social and human sciences, it examines how people live as active subjects within the contexts of their everyday lives, using this as an analytical basis for understanding the dilemmas and contradictions people face in contemporary society. Early chapters gather the latest empirical research to explore the significance of context as a cross-disciplinary critical tool; they include a study of homeless Māori men reaffirming their cultural identity via gardening, and a look at how the dilemmas faced by children in difficult situations can provide insights into social conflict at school. Later chapters examine the interplay between everyday life around the world and contemporary global phenomena such as the rise of the debt economy, the hegemony of the labor market, and the increased reliance on digital technology in educational settings. The book concludes with a consideration of how social psychology can deepen our understanding of how we conduct our lives, and offer possibilities for collective work on the resolution of social conflict.

Connects development, learning, and societal conditions with care and motivation for children and young people.

This exciting new book brings fresh knowledge of affective pedagogies in early childhood education and care. The book draws on cultural-historical theory in alignment with visual methodologies to elucidate infant-toddlers’ affective pedagogies through analysis of case examples. The book reveals contemporary pedagogical practices in the infant-toddler space like mealtimes, nappy change and play. These pedagogical practices show the highly specialised nature of working with infant-toddlers such as the affective relations between educators and infant-toddlers, affective dialogue, affective engagement, and the creation of affective spaces. The value of collaboration is highlighted through creating an affective space for educators to become aware, reflect and position themselves as effective and affective educators. The book introduces innovative methodological tools such as images and collective drawings for collaborative reflection.

Early childhood is a time of wonder, excitement, adventure and learning. A time to experience social relations and friendships, and all of the emotions involved. The joy, and the excitement – of creating a common world with friends. A world of ‘what if’ and ‘as if’ moments that are accepted and built together, or rejected – leading to frustration, sadness and exclusion – the darker side of friendship. In this book, cultural-historical concepts are used to analyse the everyday lives of children. Inspired by contemporary ideas about moral imagination, Collaborative Pathways to Friendship in Early Childhood theorises friendship as a concept. Traditionally, studies about friendship in early childhood focus on relations built in educational settings. As a point of difference, Dr Adams and Dr Quinones introduce the conditions that are created for, with, and by young children as they move between everyday family life, and transition into education settings. Through narratives of internationally mobile families moving into Malaysia and established families in Mexico, varying perspectives of children, parents, teachers and principals are presented — culminating in a holistic understanding of friendship in early childhood. Providing insight into varied perspectives and processes involved when young children enter into friendships, this book will be of interest to researchers, post graduate students and teacher educators specialising in early childhood education, child psychology or social work.

This volume attempts to delineate the construction of the self in institutional settings of the contemporary world, with the topics ranging from young children to adults and from the micro level to the macro level of human development. The chapters focus on the activities or practices that characterize institutional settings, stressing their dialogical nature that enables understanding human development and the self as what emerge from the dialectic tension of these events—that is, conflicts or contradictions. Discussions included in this volume are different from the principal ways of evaluating institutions in the modern world—i.e., quantitative reports of achievements or merits—but strongly promote further dialogue among researchers and practitioners. This volume offers a new perspective to anyone who are interested in how we psychologically and socially develop in contemporary society, including teachers or practitioners who actually work with children and youths.

This book presents new ethnographic research carried out with five children between one and five years old. It explores children's agency in relation to daily transitions across everyday life contexts such as home and day-care contexts. Based on this new research, Pernille Juhl shows how young children are active participants orientating in their everyday life transitions. She argues that we should understanding children as creative and transformative subjects co-creating together with co-participants such as parents, professionals and other children, the conditions under which they live. Juhl builds on theoretical work by Holzkamp, Stetsenko, Hedegaard and Vygotsky and covers a range of theoretical approaches and concepts in her analysis such as befindlichkeit, micromovements and embodied orientation. While the research was carried out in the Danish context, the broader theoretical discussions are relevant for early childhood contexts globally, with a focus on Europe and the USA.

This international handbook gives a comprehensive overview of findings from longstanding and contemporary research, theory, and practices in early childhood education in the Northern and Southern hemispheres. The first volume of the handbook addresses theory, methodology, and the research activities and research needs of particular regions. The second volume examines in detail innovations and longstanding programs, curriculum and assessment, and conceptions and research into child, family and communities. The two volumes of this handbook address the current theory, methodologies and research needs of specific countries and provide insight into existing global similarities in early childhood practices. By paying special attention to what is happening in the larger world contexts, the volumes provide a representative overview of early childhood education practices and research, and redress the current North-South imbalance of published work on the subject.

EPDF and EPUB available Open Access under CC-BY licence. Young people transitioning out of care towards independence, work and adulthood are on the edge of these phases of life. Considering previously neglected groups of care leavers such as unaccompanied migrants, street youth, those leaving residential care, young parents and those with a disability, this book presents cutting-edge research from emerging global scholars. The collection addresses the precarity experienced by many care leavers, who often lack the social capital and resources to transition into stable education, employment and family life. Including the voices of care leavers throughout, it makes research relevant to practitioners and policymakers aiming to enable, rather than label, vulnerable groups.