Early Childhood Practice and Refrains of Complexity

Autor/inn/en	Cumming, Tamara; Sumsion, Jennifer; Wong, Sandie
Titel	Early Childhood Practice and Refrains of Complexity
Quelle	In: Early Years: An International Journal of Research and Development, 35 (2015) 1, S.80-95 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2014.937796
Schlagwörter	Foreign Countries; Early Childhood Education; Difficulty Level; Educational Practices; Discourse Analysis; Teacher Attitudes; Preschool Teachers; Elementary School Teachers; Teaching (Occupation); Focus Groups; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Schwierigkeitsgrad; Bildungspraxis; Diskursanalyse; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching; Lehrberuf; Australien
Abstract	Early childhood practice has often been described as complex in both policy documents and research literature; however, less attention has been given to exploring the nature and consequences of complexity in early childhood practice. At a time of intense policy attention in many national contexts, there is the potential for closing down, as well as for opening up conceptualisations of early childhood practice. To help keep possibilities open for multiple conceptualisations of practice, in this paper, we explore how complexity works and what it produces in early childhood practice assemblages. To do this, we draw on data fragments from research with 10 early childhood educators in NSW, Australia, and read these data with concepts from Deleuze and Guattari. We suggest four ways that our readings help articulate, and contribute to understandings of the complexity of early childhood practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01