605
Views
4
CrossRef citations to date
0
Altmetric
Original Articles

Praxis in early childhood research with infants and educators

References

  • Brennan, M. 2014. “Perezhivanie: What have we Missed about Infant Care?” Contemporary Issues in Early Childhood 15 (3): 284–292. doi: 10.2304/ciec.2014.15.3.284
  • Cornwall, A., and R. Jewkes. 1995. “What is Participatory Research?” Social Science & Medicine 41 (12): 1667–1676. doi: 10.1016/0277-9536(95)00127-S
  • Degotardi, S. 2011. “Two Steps Back: Exploring Identity and Presence While Observing Infants in the Nursery.” In Educational Research with our Youngest: Voices of Infants and Toddlers, edited by E. Johansson and J. White, 15–38. Netherlands, Dordrecht: Springer.
  • Diaz-Soto, L., and B. Swadener. 2002. “Toward Liberatory Early Childhood Theory, Research and Praxis: Decolonizing a Field.” Contemporary Issues in Early Childhood 3 (1): 38–66. doi: 10.2304/ciec.2002.3.1.8
  • Elfer, P. 2012. “Emotion in Nursery Work: Work Discussion as a Model of Critical Professional Reflection.” Early Years 32 (2): 129–141. doi: 10.1080/09575146.2012.697877
  • Elwick, S., B. Bradley, and J. Sumsion. 2014a. “Infants as Others: Uncertainties, Difficulties and (Im)Possibilities in Researching Infants’ Lives.” International Journal of Qualitative Studies in Education 27 (2): 196–213. doi: 10.1080/09518398.2012.737043
  • Elwick, S., B. Bradley, and J. Sumsion. 2014b. “Creating Space for Infants to Influence ECEC Practice: The Encounter, Ecart, Reversibility and Ethical Reflection.” Educational Philosophy and Theory 46 (8): 873–885. doi: 10.1080/00131857.2013.780231
  • Formosinho, J., and J. O. Formosinho. 2012. “Towards a Social Science of the Social: The Contribution of Praxeological Research.” European Early Childhood Education Research Journal 20 (4): 591–606. doi: 10.1080/1350293X.2012.737237
  • Groundwater-Smith, S., J. Mitchell, N. Mockler, P. Ponte, and K. Ronnerman. 2012. Facilitating Practitioner Research: Developing Transformational Partnerships. New York: Routledge.
  • Kemmis, S. 2010. “What is to be Done? The Place of Action Research.” Educational Action Research 18 (4): 417–427. doi: 10.1080/09650792.2010.524745
  • Kemmis, S., and P. J. Grootenboer. 2008. “Situating Praxis in Practice.” In Enabling Praxis: Chellenges for Education, edited by S. Kemmis and T. Smith, 37–62. Amsterdam: Sense publishing.
  • Kemmis, S., H. L. Heikkinen, G. Fransson, J. Aspfors, and C. Edwards-Groves. 2014. “Mentoring of new Teachers as a Contested Practice: Supervision, Support and Collaborative Self-Development.” Teaching and Teacher Education 43: 154–164. doi: 10.1016/j.tate.2014.07.001
  • Kemmis, S., and T. J. Smith. 2008. “Praxis and Praxis Development.” In Enabling Praxis: Challenges for Education, edited by S. Kemmis and T. J. Smith, 3–13. Rotterdam: Sense Publishers.
  • Kemmis, S., J. Wilkinson, C. Edwards-Groves, I. Hardy, P. Grootenboer, and L. Bristol. 2014. Changing Practices, Changing Education. Singapore: Springer.
  • Kreuger, R. A. 1994. Focus Groups: A Practical Guide for Applied Research. Thousand Oaks: Sage.
  • Nicolini, D. 2012. Practice Theory, Work, and Organization: An Introduction. Oxford: Oxford University Press.
  • Palaiologou, I. 2012. Ethical Practice in Early Childhood. London: Sage.
  • Palaiologou, I. 2014. “‘Do we Hear What Children Want to say?’ Ethical Praxis When Choosing Research Tools with Children Under Five.” Early Child Development and Care 184 (5): 689–705. doi: 10.1080/03004430.2013.809341
  • Pascal, C., and T. Bertram. 2012. “Praxis, Ethics and Power: Developing Praxeology as a Participatory Paradigm for Early Childhood Research.” European Early Childhood Education Research Journal 20 (4): 477–492. doi: 10.1080/1350293X.2012.737236
  • Reed, J., and V. R. Payton. 1997. “Focus Groups: Issues of Analysis and Interpretation.” Journal of Advanced Nursing 26 (4): 765–771. doi: 10.1046/j.1365-2648.1997.00395.x
  • Salamon, A. 2015. “Ethical Symmetry in Participatory Research with Infants.” Early Child Development and Care 185 (6): 1016–1030. doi: 10.1080/03004430.2014.975224
  • Salamon, A., and L. Harrison. 2015. “Early Childhood Educators’ Conceptions of Infants’ Capabilities: The Nexus Between Beliefs and Practice.” Early Years: An International Research Journal. doi:10.1080/09575146.2015.1042961.
  • Salamon, A., J. Sumsion, F. Press, and L. Harrison. 2015. “Implicit Theories and Naïve Beliefs: Using the Theory of Practice Architectures to Deconstruct the Practices of Early Childhood Educators.” Journal of Early Childhood Research. doi:10.1177/1476718X14563857.
  • Schatzki, T. 2012. “A Primer on Practices.” In Practice Based Education, edited by J. Higgs, R. Barnett, S. Billett, M. Hutchings, and F. Trede, 13–26. Rotterdam: Sense Publishers.
  • Tobin, J., and D. Davidson. 1990. “The Ethics of Polyvocal Ethnography: Empowering vs. Textualizing Children and Teachers.” International Journal of Qualitative Studies in Education 3 (3): 271–283.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.