Titlebook: International Handbook of Early Childhood Education; Marilyn Fleer,Bert van Oers Book 2018 Springer Science+Business Media B.V. 2018 early

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Cultural-Historical and Activity Theories Informing Early Childhood Education a discussion of cultural-historical and activity theories, beginning with the foundational logic that has informed both these theories – dialectical logic. We focus our discussion specifically on play and learning because this is the period of development being addressed by this handbook. Beginning

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‘Humpty Dumpty’: Teaching Strategy or Postcolonial Method – What Do We Know About Power, Voice and I their impacts remain. By applying the well-known nursery rhyme ‘Humpty Dumpty’, this chapter revives three tenets of postcolonialism, namely, power, identity and voice to explore just how colonial discourses remain entrenched and reified in education and more specifically early childhood education.

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Engaging with the Conceptual Tools and Challenges of Poststructural Theorieshere poststructural theory comes from, identifies the key poststructural philosophers, and discusses how their ideas first entered the field of early childhood education. It reviews how early childhood scholars have engaged with key poststructuralist ideas and concepts, such as: ‘discourse, knowledg

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A Cultural-Historical Methodology for Researching Early Childhood Educationodology chapter, we present an overview of researching in early childhood education from a cultural-historical perspective. We specifically discuss aspects of a cultural-historical methodology which are related to play and development in early childhood settings. In this chapter we examine three key

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Narrative Learning of Literacynments. A frame story combines imaginative events and students or permanent teachers participate in roles to joint play with children. Our special focus is children’s problem solving and narrative tasks. We proceed from general characteristics of learning tasks embedded in story line and connected w