دانلود کتاب اولین حرکت به سمت آموزش و مراقبت اولیه دوران کودکی

When invited to write a foreword for a book that draws together new findings from research and leads the reader through a project that has found out so much about the social and emotional experiences of our youngest children during some of the earli¬est locational transitions they make, I thought about the youngest children I am privileged to have in my life: two little girls who live at other ends of the world. Reading the first chapter, I too remembered the lakeside meeting over a coffee at what was the other side of the world for Helen and me, when Helen and I met Jayne for the first time in 2014. Although I was there too, it was not my meeting, and I left them to talk as I had work to do with other colleagues also working on transitions, specifically the POET (Pedagogies of Educational Transitions) project, colleagues who, as Jayne says, were very focused on transitions to school and much less on the youngest children: a gap it was important to fill.
It’s because of knowing Helen so well over many years, and being fortunate to count Jayne as a colleague as well, that I accepted the invitation to write this fore¬word with a mix of pleasure and great sadness. This book is dedicated to Helen. When I heard in early October 2021 that she had passed away at home with her five adult children around her, I knew I would never forget her kindness, her nurturing nature, her humor, her courage, and her bright, bright mind. The joyful part is that this book is finished, her name is on it, and her contribution is appreciated.
As more and more of our youngest attend forms of group day care and education, I am drawn to think about space, time, people, relationships, and materials: each present in the enactment of transitions. This book is not only the latest in infancy research but also a philosophical, psychological, and historic journey through early childhood – the importance of space, place, relationships, and culture: it gives us a complex story/dialogue/narrative of what these authors have found to matter at the very beginning of the life-course.
Perhaps all research in the end is narrative: whatever you do, there’s a story to tell. Freire’s Pedagogy of the Heart (1997, p. 92) tells us, “Dialogism is a require¬ment of human nature and also a sign of the educator’s democratic stand. There is no communication without dialogism, and communication lies at the heart of this vital phenomenon.” The research in this book rests on a dialogic framework. As such, it is naturalistic, respectful, relational, and contextualized.
Here, contextualized country statistics are presented in ways that raise some very significant questions about how families are able to organize their lives in the local country contexts of how policy is shaped, how parental leave is set up, how family composition varies, and whether jobs are held and return to work can be guaranteed. Support with childcare and education was also found to be uneven … the guarantees for children may also fail to match the aspirations of a rights-based agenda.
So much work resonates with this richly researched book: what Trevarthen (1998) calls “society’s ‘way of life’,” which is gained, and contributed to, through intersubjective processes; Bruner’s thinking (1996) about the enactive, iconic, and symbolic nature of experience, meaning making, and creation of culture; and also work perhaps less known to early childhood research, such as that by Merleau-Ponty (2012) and Pallasmaa (2012). Drawing a correspondence between the phe¬nomenology of perception and a phenomenology of architecture, the writings of Maurice Merleau-Ponty hold relevance for spatial sequence, texture, material, and light in children’s engagement with new settings and with one another (Pálmadóttir in press), while Pallasmaa (2012) refers to these and how they may be interpreted in architecture: it isn’t a big step to imagine an architecture of early childhood enabled by design-based research that affords children opportunities to develop and sustain their own meaning and culture. Pálmadóttir’s research stresses the crucial phenom¬enological dimensions of human experience.