Amanda Bateman is Senior Lecturer in Early Childhood Education in the Faculty of Education at Waikato University, New Zealand.

’In this captivating study of everyday life among children and adults in early education, Bateman skilfully tracks the concrete, lived features of teaching and learning. The result is a participant-friendly account of the Te Whāriki curriculum - a timely and important read for scholars, practitioners and anyone seeking an insider’s view of educational practice.’ Jakob Cromdal, Linköping University, Sweden ’A compelling book that explores multifaceted educational experiences for young children’s learning and knowledge production. The situated activities include play, disputes, the outdoor environment, and caring for an ill child. This rich ethnography of peer and adult-child communication offers unique insights into children’s everyday lives in preschool settings, using ethnomethodology and conversation analysis to address universal interests in the social processes of teaching and learning.’ Susan Danby, Queensland University of Technology, Australia ’This delightful book offers a rich account of everyday interactions between young children and their teachers in early childhood education settings. Through detailed ethnomethodological analysis, Bateman reveals the intricate management and production of ordinary teaching and learning moments, knowledge and relationships. The book is essential reading for anyone with a scholarly or applied interest in early childhood education, and makes a major contribution to studies of children’s interactions and social worlds.’ Carly W. Butler, Loughborough University, UK

• Investigating teacher and child interactions; Teaching and learning as a social process; The research project; Doing pretend play; Relationships and knowledge in disputes; Learning outside; Managing illness: a single case analysis; Knowledge and relationships in early childhood education; Appendix: CA transcription conventions

Amanda Bateman is Senior Lecturer in Early Childhood Education in the Faculty of Education at Waikato University, New Zealand.

’In this captivating study of everyday life among children and adults in early education, Bateman skilfully tracks the concrete, lived features of teaching and learning. The result is a participant-friendly account of the Te Whāriki curriculum - a timely and important read for scholars, practitioners and anyone seeking an insider’s view of educational practice.’ Jakob Cromdal, Linköping University, Sweden ’A compelling book that explores multifaceted educational experiences for young children’s learning and knowledge production. The situated activities include play, disputes, the outdoor environment, and caring for an ill child. This rich ethnography of peer and adult-child communication offers unique insights into children’s everyday lives in preschool settings, using ethnomethodology and conversation analysis to address universal interests in the social processes of teaching and learning.’ Susan Danby, Queensland University of Technology, Australia ’This delightful book offers a rich account of everyday interactions between young children and their teachers in early childhood education settings. Through detailed ethnomethodological analysis, Bateman reveals the intricate management and production of ordinary teaching and learning moments, knowledge and relationships. The book is essential reading for anyone with a scholarly or applied interest in early childhood education, and makes a major contribution to studies of children’s interactions and social worlds.’ Carly W. Butler, Loughborough University, UK

• Investigating teacher and child interactions; Teaching and learning as a social process; The research project; Doing pretend play; Relationships and knowledge in disputes; Learning outside; Managing illness: a single case analysis; Knowledge and relationships in early childhood education; Appendix: CA transcription conventions