ABSTRACT
Meaning Making in Early Childhood Research asks readers to rethink research in early childhood education through qualitative research practices reflective of arts-based pedagogies. This collection explores how educators and researchers can move toward practices of meaning making in early childhood education. The text’s narrative style provides an intimate portrait of engaging in research that challenges assumptions and thinking in a variety of international contexts, and each chapter offers a way to engage in meaning making based on the experiences of young children, their families, and educators.
TABLE OF CONTENTS
chapter 1|7 pages
Vivid Life and Learning
Rendering Thorough Illustrations Rather Than Chopping Human Stories to Bits
chapter 2|23 pages
Crisis, Empowerment, and Learning in Early Childhood
Deepening Meaning Through Arts-Based Research and Action Research
chapter 6|14 pages
Reimagining Narratives of Place
Respectfully Centring Aboriginal Perspectives in Early Childhood Education
chapter 7|12 pages
Ocean Swimmers
Re-Envisaging Relationality in MAPS, an Early Childhood Arts Research Project
chapter 8|16 pages
Collaborative Landscapes Within Deleuze/Guattarian Affect and Assemblage
Aesthetic Notions of Place Explored by Preschool Immigrant Teachers, Parents and Children
chapter 9|19 pages
Listening to the Voices of Children Learning English as a Foreign Language
Implications for Early Childhood English Language Teachers
chapter 10|20 pages
Rhizomes and Intra-Activity With Materials
Ways of Disrupting and Reimagining Early Literacy Research, Teaching, and Learning
chapter 11|16 pages
Multifaceted Storying Among Children and Preservice Teacher Bricoleurs
Ways to Gather and Care
