Alison Clark – författare

This book explores the relationship with time in early childhood by arguing for the valuing of slow pedagogies and slow knowledge. Alison Clark points to alternative practices in Early Childhood Education and Care that enable a different pace and rhythm, against the backdrop of the acceleration in early childhood and the proliferation of testing and measurement. Diverse approaches are explored to enable an ‘unhurried child’ and less hurried adults.

Slow Knowledge and the Unhurried Child is divided in three parts. Part 1, Reasons to be slow, looks at the pressures in Early Childhood Education and Care to speed up and for children to be ‘readied’ for the next stage. The book then explores different relationships with time for young children and educators. Part 2, Slow pedagogies and practices, explore some of the forms slow practices can take including outdoors, in the studio, in everyday routines, through stories, in pedagogical documentation and in ‘slow’ research. Part 3, Moving forward, shows what a ‘timefull’ approach to ECEC can look like, whilst debating the challenges and possibilities that exist.

The book serves as a catalyst for urgent discussion about the need to slow down in early childhood education and teacher education and explores case studies of where slow early childhood education are already happening. It will be a key reading for researchers, practitioners and policy-makers about the relationship with time in early childhood and the importance of taking a longer view.

This book explores the relationship with time in early childhood by arguing for the valuing of slow pedagogies and slow knowledge. Alison Clark points to alternative practices in Early Childhood Education and Care that enable a different pace and rhythm, against the backdrop of the acceleration in early childhood and the proliferation of testing and measurement. Diverse approaches are explored to enable an ‘unhurried child’ and less hurried adults.

Slow Knowledge and the Unhurried Child is divided in three parts. Part 1, Reasons to be slow, looks at the pressures in Early Childhood Education and Care to speed up and for children to be ‘readied’ for the next stage. The book then explores different relationships with time for young children and educators. Part 2, Slow pedagogies and practices, explore some of the forms slow practices can take including outdoors, in the studio, in everyday routines, through stories, in pedagogical documentation and in ‘slow’ research. Part 3, Moving forward, shows what a ‘timefull’ approach to ECEC can look like, whilst debating the challenges and possibilities that exist.

The book serves as a catalyst for urgent discussion about the need to slow down in early childhood education and teacher education and explores case studies of where slow early childhood education are already happening. It will be a key reading for researchers, practitioners and policy-makers about the relationship with time in early childhood and the importance of taking a longer view.

How can young children play an active role in developing the design of learning environments?

What methods can be used to bring together children’s and practitioners’ views about their environment?

What insights can young children offer into good designs for these children’s spaces?

With the expansion of early childhood education and the move to ''extended schools'', more young children will spend more time than ever before in institutions. Based on two actual building projects, this book is the first of its kind to demonstrate the possibilities of including young children’s perspectives in the design and review of children’s spaces.

Situated at the heart of the debate about the relationship between the built environment and its impact on children’s learning and wellbeing, Transforming Children’s Spaces

Emphasising the importance of visual and verbal methods of communication, this fascinating book demonstrates how practitioners and young children can articulate their perspectives, and shows how participatory methods can support new relationships between children, practitioners and architects.

This book is essential reading for those who work in children''s spaces and for those who design them as well as being of general interest to those studying education and childhood studies.

How can young children play an active role in developing the design of learning environments?

What methods can be used to bring together children’s and practitioners’ views about their environment?

What insights can young children offer into good designs for these children’s spaces?

With the expansion of early childhood education and the move to ''extended schools'', more young children will spend more time than ever before in institutions. Based on two actual building projects, this book is the first of its kind to demonstrate the possibilities of including young children’s perspectives in the design and review of children’s spaces.

Situated at the heart of the debate about the relationship between the built environment and its impact on children’s learning and wellbeing, Transforming Children’s Spaces

Emphasising the importance of visual and verbal methods of communication, this fascinating book demonstrates how practitioners and young children can articulate their perspectives, and shows how participatory methods can support new relationships between children, practitioners and architects.

This book is essential reading for those who work in children''s spaces and for those who design them as well as being of general interest to those studying education and childhood studies.

How do views about children shape research concerned with their lives? What different forms can research with children take? What ethical issues does it involve? How does it impact on policy and practice, and on the lives of children themselves? This book helps you to understand how research is designed and carried out to explore questions about the lives of children and young people. It tackles the methodological, practical and ethical challenges involved, and features examples of actual research that illustrate:

How do views about children shape research concerned with their lives? What different forms can research with children take? What ethical issues does it involve? How does it impact on policy and practice, and on the lives of children themselves? This book helps you to understand how research is designed and carried out to explore questions about the lives of children and young people. It tackles the methodological, practical and ethical challenges involved, and features examples of actual research that illustrate:

How do views about children shape research concerned with their lives? What different forms can research with children take? What ethical issues does it involve? How does it impact on policy and practice, and on the lives of children themselves? This book helps you to understand how research is designed and carried out to explore questions about the lives of children and young people. It tackles the methodological, practical and ethical challenges involved, and features examples of actual research that illustrate:

Viewing children as ''experts in their own lives'', the Mosaic approach offers a creative framework for listening to young children''s perspectives through talking, walking, making and reviewing together. Serving as a tool to ensure that children''s views and experiences become the focus for reviewing quality in early childhood provision, it explains how children''s own photographs, tours and maps can be joined to interviews and observations to enable adults to gain deeper understandings of young children''s lives. This updated second edition builds on the authors'' original ground-breaking work, and offers case studies of the Mosaic approach in action, as well as guidance on using and adapt the framework in different settings. The Mosaic approach can also be adapted to work with older children, particularly those with communication difficulties or for whom English is an additional language.Listening to Young Children is required reading for practitioners in nurseries, children''s centres, pre-schools and schools and residential settings. It will also be welcomed by early childhood students and other researchers looking for new theoretical, practical and imaginative ways of listening to young children.