Northampton Electronic Collection of Theses and Research

Building Knowledge in Early Childhood Education: Young Children Are Researchers

Murray, J. (2017) Building Knowledge in Early Childhood Education: Young Children Are Researchers. Abingdon, UK: Routledge. 9781138937949.

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8622:15180
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Book - accepted, awaiting final checks and production
NECTAR_J Murray_FULL Book Draft _Building Knowledge in EC_YCAR.pdf - Draft Version
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Information
Abstract:
The book is the second in an invited series edited by TACTYC for Routledge. The proposed book presents empirical research findings suggesting how quotidian activities undertaken by young children reveal the many ways they construct knowledge and understanding, and the congruence of those behaviours with the behaviours of professional adult researchers. The book provides ways for early childhood leaders and tutors to support practitioners and students to identify, value, facilitate and articulate young children’s own constructions of knowledge and understanding.
Uncontrolled Keywords:
Early childhood education, Young Children As Researchers, YCAR Project, Young Children Are Researchers, knowledge construction, epistemology
Subjects:
H Social Sciences > HQ The family. Marriage. Women > HQ767 Children. Child development
L Education > LB Theory and practice of education > LB1139 Early childhood education
Creators:
Murray, J.
Editors:
Moyles, J. and Payler, J.
Publisher:
Routledge
Northamptonshire and East Midlands:
Education, Training and Skills
Faculties, Divisions and Institutes:
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Special Needs Education and Research
Faculties > Faculty of Education & Humanities > Early Years
University Faculties, Divisions and Research Centres - OLD > Research Centre > Centre for Education and Research
Research Centres > Centre for Education and Research
Date:
22 April 2017
Date Type:
Publication
Place of Publication:
Abingdon, UK
Number of Pages:
203
Language:
English
ISBN:
9781138937949
Media of Output:
Text
Status:
Published / Disseminated
Refereed:
Yes
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