Deborah Albon – författare

Negotiating Adult–Child Relationships in Early Childhood Research presents a substantive critique of technicist and neoliberal approaches to ethics through an exploration of the complicated and often ‘messy’ situations faced in negotiating relationships in research with children. Despite growing acknowledgement of their centrality, relationships between adult researchers and very young participants have been neglected and under-theorised, and in response, this book offers a comprehensive conceptualisation of adult–child research relationships through examination of questions, including: How do power and inequity impact on adult–child research relationships? What does it mean for relationships when researchers ‘intervene’ in the field? How do bodies matter in research relationships? What does an emphasis on relationships with young children mean for the research process?Drawing on data from their own research, the authors contend that relationships are part of a wider web of social relations and space–time configurations. They propose and develop a relational ethics of answerability and social justice, inspired by the work of Bakhtin and, in addition, explore the way material bodies come to matter, the ambiguity of consent in educator-research, and the risks and possibilities of research relationships. Chapters include innovative formulations of reciprocity, ‘sensing practices’, and political-ethical responsibility.This book contributes to current debates about research with young children, offering an incisive and thorough exploration of the importance of relationships to the research process. Relevant for international audiences, this book is essential reading for early childhood students and educators, researchers, and lecturers with an interest in research with children.

Negotiating Adult–Child Relationships in Early Childhood Research presents a substantive critique of technicist and neoliberal approaches to ethics through an exploration of the complicated and often ‘messy’ situations faced in negotiating relationships in research with children. Despite growing acknowledgement of their centrality, relationships between adult researchers and very young participants have been neglected and under-theorised, and in response, this book offers a comprehensive conceptualisation of adult–child research relationships through examination of questions, including: How do power and inequity impact on adult–child research relationships? What does it mean for relationships when researchers ‘intervene’ in the field? How do bodies matter in research relationships? What does an emphasis on relationships with young children mean for the research process?Drawing on data from their own research, the authors contend that relationships are part of a wider web of social relations and space–time configurations. They propose and develop a relational ethics of answerability and social justice, inspired by the work of Bakhtin and, in addition, explore the way material bodies come to matter, the ambiguity of consent in educator-research, and the risks and possibilities of research relationships. Chapters include innovative formulations of reciprocity, ‘sensing practices’, and political-ethical responsibility.This book contributes to current debates about research with young children, offering an incisive and thorough exploration of the importance of relationships to the research process. Relevant for international audiences, this book is essential reading for early childhood students and educators, researchers, and lecturers with an interest in research with children.

Designed to support your early childhood studies, this is the companion for your research journey. Structured to follow key topics as you encounter them on your course, this book leads you through the concepts and processes needed to design and carry out successful and ethical early childhood research.This fifth edition includes:

New coverage of the ethics of power dynamics in research and using focus group workshops and zines as research tools.Guidance on how to develop your online researcher presence.Research in Focus boxes, which introduce you to real world examples of research from around the world.Activities to help strengthen your knowledge and understanding of research.Case Studies, drawn from real student research projects, which demonstrate best practice approaches to your course research.

Designed to support your early childhood studies, this is the companion for your research journey. Structured to follow key topics as you encounter them on your course, this book leads you through the concepts and processes needed to design and carry out successful and ethical early childhood research.This fifth edition includes:

New coverage of the ethics of power dynamics in research and using focus group workshops and zines as research tools.Guidance on how to develop your online researcher presence.Research in Focus boxes, which introduce you to real world examples of research from around the world.Activities to help strengthen your knowledge and understanding of research.Case Studies, drawn from real student research projects, which demonstrate best practice approaches to your course research.

Designed to support your early childhood studies, this is the companion for your research journey. Structured to follow key topics as you encounter them on your course, this book leads you through the concepts and processes needed to design and carry out successful and ethical early childhood research.This fifth edition includes: New coverage of the ethics of power dynamics in research and using focus group workshops and zines as research tools. Guidance on how to develop your online researcher presence. Research in Focus boxes, which introduce you to real world examples of research from around the world. Activities to help strengthen your knowledge and understanding of research. Case Studies, drawn from real student research projects, which demonstrate best practice approaches to your course research.

Negotiating Adult–Child Relationships in Early Childhood Research presents a substantive critique of technicist and neoliberal approaches to ethics through an exploration of the complicated and often ‘messy’ situations faced in negotiating relationships in research with children. Despite growing acknowledgement of their centrality, relationships between adult researchers and very young participants have been neglected and under-theorised, and in response, this book offers a comprehensive conceptualisation of adult–child research relationships through examination of questions, including:

How do power and inequity impact on adult–child research relationships?

What does it mean for relationships when researchers ‘intervene’ in the field?

How do bodies matter in research relationships?

What does an emphasis on relationships with young children mean for the research process?

Drawing on data from their own research, the authors contend that relationships are part of a wider web of social relations and space–time configurations. They propose and develop a relational ethics of answerability and social justice, inspired by the work of Bakhtin and, in addition, explore the way material bodies come to matter, the ambiguity of consent in educator-research, and the risks and possibilities of research relationships. Chapters include innovative formulations of reciprocity, ‘sensing practices’, and political-ethical responsibility.

This book contributes to current debates about research with young children, offering an incisive and thorough exploration of the importance of relationships to the research process. Relevant for international audiences, this book is essential reading for early childhood students and educators, researchers, and lecturers with an interest in research with children.

Negotiating Adult–Child Relationships in Early Childhood Research presents a substantive critique of technicist and neoliberal approaches to ethics through an exploration of the complicated and often ‘messy’ situations faced in negotiating relationships in research with children. Despite growing acknowledgement of their centrality, relationships between adult researchers and very young participants have been neglected and under-theorised, and in response, this book offers a comprehensive conceptualisation of adult–child research relationships through examination of questions, including:

How do power and inequity impact on adult–child research relationships?

What does it mean for relationships when researchers ‘intervene’ in the field?

How do bodies matter in research relationships?

What does an emphasis on relationships with young children mean for the research process?

Drawing on data from their own research, the authors contend that relationships are part of a wider web of social relations and space–time configurations. They propose and develop a relational ethics of answerability and social justice, inspired by the work of Bakhtin and, in addition, explore the way material bodies come to matter, the ambiguity of consent in educator-research, and the risks and possibilities of research relationships. Chapters include innovative formulations of reciprocity, ‘sensing practices’, and political-ethical responsibility.

This book contributes to current debates about research with young children, offering an incisive and thorough exploration of the importance of relationships to the research process. Relevant for international audiences, this book is essential reading for early childhood students and educators, researchers, and lecturers with an interest in research with children.

'I believe that [this book] could be of value to practitioners working with birth-five year olds, heads or managers of nurseries, health professionals or students who wish to gain an overview of this subject….I enjoyed reading this book and it literally gave me much food for thought' - Early Years

'This book is a welcome addition and the contributors should be congratulated on the scope and depth they manage to achieve...this book is an interesting read, dealing with a topical, yet complex issue' - Journal of Early Childhood Research

'Food plays a huge part in our lives, and this book looks holistically at its influence, including our emotional as well as physical wellbeing. It provides useful facts on diet and healthy eating guidelines for children under five, school age children, adults and pregnant mothers...There is advice on promoting positive attitudes towards food in an early years setting, along with practical advice and case studies to help practitioners promote heatlhy eating in their settings' - Early Years Update

'This highly readable, thoroughly researched book explores food and eating in an historical, cultural and psychological context and, as public concern about children's nutrition rises, its publication is timely. Food and Health in Early Childhood is a comprehensive, clearly written text enriched with case studies and pertinent reflective activities to consolidate learning' - Angela Underdown, Associate Professor, Early Childhood Studies, University of Warwick

The media interest surrounding children, food and nutrition continues to influence policy and practice in early years settings, and food and eating is of fundamental importance to early childhood practice. Not only does food contribute to health, in terms of nutrition it's also a vital part of a child's emotional and socio-cultural experience that is linked to their growing sense of well-being and identity.

This book gives you a comprehensive overview of food and eating in the early years, covering the following:

-nutrition

-policy development

-health inequalities

-food, culture and identity

-food and emotion

-healthy eating guidelines

-promoting healthy eating in the early years

-multi-disciplinary working in relation to young children's nutrition

Each chapter includes case studies, links to useful websites, activities and suggestions for further reading. An interactive approach from the reader is encouraged throughout the book.

Aimed at all early years practitioners, it will be of particular interest to those studying for Early Childhood Studies' degrees and those studying for EYPS. Other professionals and students with an interest in this area (teachers, health visitors, dieticians) will also find it useful.

'I believe that [this book] could be of value to practitioners working with birth-five year olds, heads or managers of nurseries, health professionals or students who wish to gain an overview of this subject….I enjoyed reading this book and it literally gave me much food for thought' - Early Years

'This book is a welcome addition and the contributors should be congratulated on the scope and depth they manage to achieve...this book is an interesting read, dealing with a topical, yet complex issue' - Journal of Early Childhood Research

'Food plays a huge part in our lives, and this book looks holistically at its influence, including our emotional as well as physical wellbeing. It provides useful facts on diet and healthy eating guidelines for children under five, school age children, adults and pregnant mothers...There is advice on promoting positive attitudes towards food in an early years setting, along with practical advice and case studies to help practitioners promote heatlhy eating in their settings' - Early Years Update

'This highly readable, thoroughly researched book explores food and eating in an historical, cultural and psychological context and, as public concern about children's nutrition rises, its publication is timely. Food and Health in Early Childhood is a comprehensive, clearly written text enriched with case studies and pertinent reflective activities to consolidate learning' - Angela Underdown, Associate Professor, Early Childhood Studies, University of Warwick

The media interest surrounding children, food and nutrition continues to influence policy and practice in early years settings, and food and eating is of fundamental importance to early childhood practice. Not only does food contribute to health, in terms of nutrition it's also a vital part of a child's emotional and socio-cultural experience that is linked to their growing sense of well-being and identity.

This book gives you a comprehensive overview of food and eating in the early years, covering the following:

-nutrition

-policy development

-health inequalities

-food, culture and identity

-food and emotion

-healthy eating guidelines

-promoting healthy eating in the early years

-multi-disciplinary working in relation to young children's nutrition

Each chapter includes case studies, links to useful websites, activities and suggestions for further reading. An interactive approach from the reader is encouraged throughout the book.

Aimed at all early years practitioners, it will be of particular interest to those studying for Early Childhood Studies' degrees and those studying for EYPS. Other professionals and students with an interest in this area (teachers, health visitors, dieticians) will also find it useful.

′I believe that [this book] could be of value to practitioners working with birth-five year olds, heads or managers of nurseries, health professionals or students who wish to gain an overview of this subject….I enjoyed reading this book and it literally gave me much food for thought′ - Early Years

′This book is a welcome addition and the contributors should be congratulated on the scope and depth they manage to achieve...this book is an interesting read, dealing with a topical, yet complex issue′ - Journal of Early Childhood Research

′Food plays a huge part in our lives, and this book looks holistically at its influence, including our emotional as well as physical wellbeing. It provides useful facts on diet and healthy eating guidelines for children under five, school age children, adults and pregnant mothers...There is advice on promoting positive attitudes towards food in an early years setting, along with practical advice and case studies to help practitioners promote heatlhy eating in their settings′ - Early Years Update

′This highly readable, thoroughly researched book explores food and eating in an historical, cultural and psychological context and, as public concern about children′s nutrition rises, its publication is timely. Food and Health in Early Childhood is a comprehensive, clearly written text enriched with case studies and pertinent reflective activities to consolidate learning′ - Angela Underdown, Associate Professor, Early Childhood Studies, University of Warwick

The media interest surrounding children, food and nutrition continues to influence policy and practice in early years settings, and food and eating is of fundamental importance to early childhood practice. Not only does food contribute to health, in terms of nutrition it′s also a vital part of a child′s emotional and socio-cultural experience that is linked to their growing sense of well-being and identity.

This book gives you a comprehensive overview of food and eating in the early years, covering the following:

-nutrition

-policy development

-health inequalities

-food, culture and identity

-food and emotion

-healthy eating guidelines

-promoting healthy eating in the early years

-multi-disciplinary working in relation to young children′s nutrition

Each chapter includes case studies, links to useful websites, activities and suggestions for further reading. An interactive approach from the reader is encouraged throughout the book.

Aimed at all early years practitioners, it will be of particular interest to those studying for Early Childhood Studies′ degrees and those studying for EYPS. Other professionals and students with an interest in this area (teachers, health visitors, dieticians) will also find it useful.

Research methods is a challenging topic for many students. When you are new to research you need a step-by-step guide which introduces the subject area in a clear and accessible way. This book does exactly that. Designed with the early childhood student in mind, this book is the companion to your research journey. Following a progressive structure this book leads you logically through the processes needed to design and carry out meaningful and ethical research.

This Fourth Edition includes:

Two new chapters, separating out quantitative data analysis and qualitative data analysis A reader guide at the beginning of the book to aid navigation. Research in Focus boxes, which introduce you to real world examples of international research Activities to help cement knowledge and understanding. Case Studies which describe examples and scenarios of real student research, which demonstrate best practice and show how to present findings. An extended glossary to support readers in learning complicated terminology.

Online resources complement this new edition, offering valuable resources for instructions and students including:

Author videos, offering tips and explanations. Flashcard glossary to consolidate learning MCQs to test understanding Free journal articles for wider reading PowerPoint slides