Going Beyond the Theory/Practice Divide in Early Childhood Education focuses on the use of pedagogical documentation as a tool for learning and transformation. Based on innovative research, the ...author presents new approaches to learning in early childhood education, shifting attention to the force and impact which material objects and artefacts can have in learning. Drawing upon the theories of feminist Karen Barad and philosophers Gille Deleuze and Félix Guattari, Hillevi Lenz Taguchi discusses examples of how pens, paper, clay and construction materials can be understood as active and performative agents, challenging binary divides such as theory/practice, discourse/matter and mind/body in teaching and learning. Numerous examples from practice are explored to introduce an intra-active pedagogy. 'Methodological' strategies for learning with children in preschools, and in teacher education, are brought to the fore. For example:
the neighbourhood around the preschool and children's homes is explored, using drawing and construction-work on the floor;
mathematics is investigated in teacher education, using the body, dance and music to investigate mathematical relationships and problems;
taken-for-granted forms of academic writing are challenged by different forms of praxis- and experience-based writings that transgress the theory/practice divide;
children, students and teacher educators use pedagogical documentation to understand their own learning, and to critique dominant habits of thinking and doing.
Challenging the dominant understanding of ‘inclusion’ in educational contexts, and making ‘difference’ actively visible and positive, this book is rooted in the experiences, practices and words of teachers, teacher educators and student teachers. It will appeal to all those involved in early childhood education and also to those interested in challenging educational thinking and practices.
Hillevi Lenz Taguchi is an Associate Professor at the Department of Education, Stockholm University, Sweden.
Introduction 1. Going beyond the theory/practice and discourse/matter divides 2. Learning and becoming in an onto-epistemology 3. The tool of pedagogical documentation 4. An intra-active pedagogy and its dual movements 5. Transgressing binary practices in Early Childhood Teacher Education 6. The hybrid-writing-process – going beyond the theory/practice divide in academic writing 7. An ethics of immanence and potentialities for early childhood education References
Childhood trauma is a key modifiable risk factor for psychopathology. Despite significant scientific advances, traumatised children still have poorer long‐term outcomes than nontraumatised children. ...New research paradigms are, thus, needed. To this end, the review examines three dominant assumptions about measurement, design and analytical strategies. Current research warns against using prospective and retrospective measures of childhood trauma interchangeably; against interpreting cross‐sectional differences in putative mediating mechanisms between adults with or without a history of childhood trauma as evidence of longitudinal changes from pre‐trauma conditions; and against directly applying explanatory models of resilience or vulnerability to psychopathology in traumatised children to forecast individual risk in unseen cases. The warnings equally apply to research on broader measures of adverse childhood experiences (ACEs). Further research examining these assumptions can generate new insights on how to prevent childhood trauma and its detrimental effects.
Read the Commentary on this article at doi: 10.1111/jcpp.13195
Beatriz alcubierre Moya, Niños de nadie. Usos de la infancia menesterosa en el contexto borbónico, México, Bonilla artigas editores, Universidad autónoma del estado de Morelos, 2017, 196 pp. ISBN ...978-607-8519-45-3 (uaem), IsBN 978-607-8560-09-7 (Bonilla artigas editores).
This book provides significant information regarding the policies and provisions for early childhood teacher education programs in universities in fourteen different countries. Early childhood ...education and care (ECEC) is expanding rapidly across the globe with unprecedented numbers of children attending EC centres, requiring the investment in educators to provide good quality ECEC. Yet, there is an inconsistent approach to early childhood teacher preparation and the quality of existing programs is not known. Each country's contributing author/s is/are well known in their field for their in-depth knowledge of early childhood teacher education programs including content, structure, and professional experience that works within the scope of policy and registration agencies. The chapters address the current situation of staffing--shortage or oversupply--of early childhood teachers in their country. The book informs policy regarding content of early childhood teacher preparation programs and provides evidence of current courses across many under-represented countries throughout the world. It makes a significant contribution to understanding the environment for early childhood teacher programs.
In this phase 3 trial, among infants with spinal muscular atrophy, those who received nusinersen were more likely to achieve major motor milestones and less likely to need permanent assisted ...ventilation than those who underwent a sham procedure.
Innocence, Knowledge and the Construction of Childhood provides a critical examination of the way we regulate children's access to certain knowledge and explores how this regulation contributes to ...the construction of childhood, to children's vulnerability and to the constitution of the 'good' future citizen in developed countries.
Through this controversial analysis, Kerry H. Robinson critically engages with the relationships between childhood, sexuality, innocence, moral panic, censorship and notions of citizenship. This book highlights how the strict regulation of children's knowledge, often in the name of protection or in the child's best interest, can ironically, increase children's prejudice around difference, increase their vulnerability to exploitation and abuse, and undermine their abilities to become competent adolescents and adults. Within her work Robinson draws upon empirical research to:
provide an overview of the regulation and governance of children's access to 'difficult knowledge', particularly knowledge of sexuality
explore and develop Foucault's work on the relationship between childhood and sexuality
identify the impact of these discourses on adults' understanding of childhood, and the tension that exists between their own perceptions of sexual knowledge, and the perceptions of children
reconceptualise children's education around sexuality.
Innocence, Knowledge and the Construction of Childhood is essential reading for both undergraduate and postgraduate students undertaking courses in education, particularly with a focus on early childhood or primary teaching, as well as in other disciplines such as sociology, gender and sexuality studies, and cultural studies.
Most children with biallelic SMN1 deletions and three SMN2 copies develop spinal muscular atrophy (SMA) type 2. SPR1NT ( NCT03505099 ), a Phase III, multicenter, single-arm trial, investigated the ...efficacy and safety of onasemnogene abeparvovec for presymptomatic children with biallelic SMN1 mutations treated within six postnatal weeks. Of 15 children with three SMN2 copies treated before symptom onset, all stood independently before 24 months (P < 0.0001; 14 within normal developmental window), and 14 walked independently (P < 0.0001; 11 within normal developmental window). All survived without permanent ventilation at 14 months; ten (67%) maintained body weight (≥3rd WHO percentile) without feeding support through 24 months; and none required nutritional or respiratory support. No serious adverse events were considered treatment-related by the investigator. Onasemnogene abeparvovec was effective and well-tolerated for presymptomatic infants at risk of SMA type 2, underscoring the urgency of early identification and intervention.
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