Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations

This book brings together the work of researchers from around the globe around the topic of children’s first transitions to early care and education. It discusses political and sociocultural contexts, theories, and ideologies around the theme. The book offers perspectives and findings on adult expectations around a child’s first transition, infant emotional experiences, the role of space, the part that key objects play in infant transitions, and the role of time. It also discusses age of first entry, routines and rhythms of the institutions, and the future expectations of those involved.

The book takes a culturally responsive approach, revealing at times striking commonalities across countries, and at other points distinct differences in the people, environments, orienting pedagogies, and policies that inform an infant’s transition into care.

This book brings together researchers from a variety of national contexts to examine and explore the conceptualisation, reconceptualisation and translation of children’s rights for infants and toddlers in early childhood education and care settings. It brings together authors from various national contexts to examine changing understandings and manifestations of infant and toddler rights in Early Childhood Education and Care. 
The book aims to engender trans-national dialogue through the contributions. Through such dialogue, both authors and readers are challenged to recognise the specificity of their own cultural contexts and thereby envision a more expansive view of infant and toddler rights. By drawing together reflections on infant-toddler rights from key early childhood researchers across the world, this book will extend readers understandings of rights – not only in terms of how rights are (re)conceptualised but also how to meaningfully translate the rights afforded in policy to practice.