Rachel Langford is Associate Professor in the School of Early Childhood Studies at Toronto Metropolitan University, Canada, and the lead editor of Caring for Children (2017).

I am excited by this book: It is a theoretically rich collection of work on what care – and feminist ethics of care – might mean in early childhood practice. Grounded in early childhood research, its insights challenge and delight in equal measure as they disrupt, broaden and search for transformative re-configurations of discourses and pedagogies of care.

• Series Editors’ ForewordIntroduction, Rachel LangfordPart I: Conceptual Developments1. Contesting and Transforming Care: An Introduction to a Critical Ethics of Care, Marian Barnes2. An Ethics of Care in Culturally Diverse Early Childhood Settings: Toward an Ethics of Unknowing, Sonja Arndt and Marek Tesar 3. Conceptualizing Care as Being and Doing in Ethical Interactions and Sustained Care Relationships in the Early Childhood Institution, Rachel Langford and Jacqueline White4. Care as Ethic, Care as Labour, Rachel RosenPart II: Preparing Educators for Practicing Ethics of Care 5. Cultivating Ethical Dispositions in Early Childhood Practice for an Ethic of Care: A Contemplative Approach, Geoff Taggart 6. “I Already Know I Care!” Illuminating the Complexities of Care Practices in Early Childhood and Teacher Education, Colette Rabin Part III: Practicing Feminist Ethics of Care7. Ripple: The absence and Presence of Care amidst Social Injustice in the Elementary Classroom, Maria Karmiris8. The Controversy of Ravza’s Pacifier: In Search of Embodied Care in Preschool Education, Katrien Van Laere, Griet Roets and Michel Vandenbroeck9. Nurturing Hope to Support Autonomy: The Role of Early Childhood Educators, Amy Mullin 10. Enacting Twenty-First-Century Early Childhood Education: Curriculum as Caring, B. Denise Hodgins, Sherri-Lynn Yazbeck and Kelsey Wapenaar Index

Rachel Langford is Associate Professor in the School of Early Childhood Studies at Toronto Metropolitan University, Canada, and the lead editor of Caring for Children (2017).

I am excited by this book: It is a theoretically rich collection of work on what care – and feminist ethics of care – might mean in early childhood practice. Grounded in early childhood research, its insights challenge and delight in equal measure as they disrupt, broaden and search for transformative re-configurations of discourses and pedagogies of care.

• Series Editors’ ForewordIntroduction, Rachel LangfordPart I: Conceptual Developments1. Contesting and Transforming Care: An Introduction to a Critical Ethics of Care, Marian Barnes2. An Ethics of Care in Culturally Diverse Early Childhood Settings: Toward an Ethics of Unknowing, Sonja Arndt and Marek Tesar 3. Conceptualizing Care as Being and Doing in Ethical Interactions and Sustained Care Relationships in the Early Childhood Institution, Rachel Langford and Jacqueline White4. Care as Ethic, Care as Labour, Rachel RosenPart II: Preparing Educators for Practicing Ethics of Care 5. Cultivating Ethical Dispositions in Early Childhood Practice for an Ethic of Care: A Contemplative Approach, Geoff Taggart 6. “I Already Know I Care!” Illuminating the Complexities of Care Practices in Early Childhood and Teacher Education, Colette Rabin Part III: Practicing Feminist Ethics of Care7. Ripple: The absence and Presence of Care amidst Social Injustice in the Elementary Classroom, Maria Karmiris8. The Controversy of Ravza’s Pacifier: In Search of Embodied Care in Preschool Education, Katrien Van Laere, Griet Roets and Michel Vandenbroeck9. Nurturing Hope to Support Autonomy: The Role of Early Childhood Educators, Amy Mullin 10. Enacting Twenty-First-Century Early Childhood Education: Curriculum as Caring, B. Denise Hodgins, Sherri-Lynn Yazbeck and Kelsey Wapenaar Index

Rachel Langford is Associate Professor in the School of Early Childhood Studies at Toronto Metropolitan University, Canada, and the lead editor of Caring for Children (2017).

I am excited by this book: It is a theoretically rich collection of work on what care – and feminist ethics of care – might mean in early childhood practice. Grounded in early childhood research, its insights challenge and delight in equal measure as they disrupt, broaden and search for transformative re-configurations of discourses and pedagogies of care.

• Series Editors’ ForewordIntroduction, Rachel LangfordPart I: Conceptual Developments1. Contesting and Transforming Care: An Introduction to a Critical Ethics of Care, Marian Barnes2. An Ethics of Care in Culturally Diverse Early Childhood Settings: Toward an Ethics of Unknowing, Sonja Arndt and Marek Tesar 3. Conceptualizing Care as Being and Doing in Ethical Interactions and Sustained Care Relationships in the Early Childhood Institution, Rachel Langford and Jacqueline White4. Care as Ethic, Care as Labour, Rachel RosenPart II: Preparing Educators for Practicing Ethics of Care 5. Cultivating Ethical Dispositions in Early Childhood Practice for an Ethic of Care: A Contemplative Approach, Geoff Taggart 6. “I Already Know I Care!” Illuminating the Complexities of Care Practices in Early Childhood and Teacher Education, Colette Rabin Part III: Practicing Feminist Ethics of Care7. Ripple: The absence and Presence of Care amidst Social Injustice in the Elementary Classroom, Maria Karmiris8. The Controversy of Ravza’s Pacifier: In Search of Embodied Care in Preschool Education, Katrien Van Laere, Griet Roets and Michel Vandenbroeck9. Nurturing Hope to Support Autonomy: The Role of Early Childhood Educators, Amy Mullin 10. Enacting Twenty-First-Century Early Childhood Education: Curriculum as Caring, B. Denise Hodgins, Sherri-Lynn Yazbeck and Kelsey Wapenaar Index