Gail Boldt – författare

Young Children, Pedagogy and the Arts is an innovative text that describes practices and research that cross all five strands of the arts—visual, drama, music, dance, and media—and illuminates ways of understanding children and their arts practices that go beyond the common traditions. The book:- Offers practical and rich illustrations of teachers’ and children’s work based on international research that integrates theory with practice;- Brings a critical lens to arts education;- Includes summaries, reflective questions, and recommended further readings with every chapter. Young Children, Pedagogy and the Arts provides a more nuanced understanding of the arts through an exploration of specific instances in which committed teachers and researchers are discovering what contemporary multimodal tools offer to young children. Chapters contain examples of ‘doing’ the arts in the early years, new ways of teaching, and how to use emerging technologies to develop multiliteracies, equity, agency, social and cultural capital, and enhance the learning and engagement of marginalized children.

Young Children, Pedagogy and the Arts is an innovative text that describes practices and research that cross all five strands of the arts—visual, drama, music, dance, and media—and illuminates ways of understanding children and their arts practices that go beyond the common traditions. The book:- Offers practical and rich illustrations of teachers’ and children’s work based on international research that integrates theory with practice;- Brings a critical lens to arts education;- Includes summaries, reflective questions, and recommended further readings with every chapter. Young Children, Pedagogy and the Arts provides a more nuanced understanding of the arts through an exploration of specific instances in which committed teachers and researchers are discovering what contemporary multimodal tools offer to young children. Chapters contain examples of ‘doing’ the arts in the early years, new ways of teaching, and how to use emerging technologies to develop multiliteracies, equity, agency, social and cultural capital, and enhance the learning and engagement of marginalized children.

Drawing upon the author’s experiences as a child psychotherapist, classroom teacher, and literacy scholar, this book explores the affective and unconscious dynamics that are at the heart of literacy in order to reconceptualize learning in the elementary literacy classroom.Moving beyond rationalist understandings of literacy, the book argues for the importance of unconscious, embodied, and relational processes in literacy research and teacher education. Boldt shows how her clinical practice with children who rarely used speech to represent their lives or their struggles altered her understanding of the role of language, representation, and learning in classrooms. Bringing these insights to literacy classrooms, the book argues that such affective and relational processes are fundamental to how children encounter curriculum, one another, and themselves as learners, while also revealing how curriculum and pedagogy implicitly and explicitly communicate who and what comes to matter in schools.This book will be an enlightening resource for teacher educators, literacy researchers and curriculum theorists, as well as students and scholars of early childhood education.

Drawing upon the author’s experiences as a child psychotherapist, classroom teacher, and literacy scholar, this book explores the affective and unconscious dynamics that are at the heart of literacy in order to reconceptualize learning in the elementary literacy classroom.Moving beyond rationalist understandings of literacy, the book argues for the importance of unconscious, embodied, and relational processes in literacy research and teacher education. Boldt shows how her clinical practice with children who rarely used speech to represent their lives or their struggles altered her understanding of the role of language, representation, and learning in classrooms. Bringing these insights to literacy classrooms, the book argues that such affective and relational processes are fundamental to how children encounter curriculum, one another, and themselves as learners, while also revealing how curriculum and pedagogy implicitly and explicitly communicate who and what comes to matter in schools.This book will be an enlightening resource for teacher educators, literacy researchers and curriculum theorists, as well as students and scholars of early childhood education.