attention to all the counter-effectuations that the concerned - children, teachers, real one’s families - readily and continuously perform in early childhood education and care. Upcoming books in the series will, for instance, bring forward notions of the public early childhood teacher, of the aesthetic dimension of education, of space and place - including material/immaterial tools such as new technologies essential issues for early childhood –all practices. We will (re)turn to and (re)invent central historical pedagogical figures and we will not only continue contesting but also continue to present alternatives to the current abstract formalism in early childhood education and care. So, there is more to “stay tuned” … come… References Allen, G. (2011). Early intervention: Smart investment, massive savings. The second London: HM Government. independent report to Her Majesty's Government. Biesta, G. (2007). Why evidence-based practice and the “What Works” won’t work: democratic deficit in educational research. 1-22. Educational Theory,, 57(1), Boyle, C. (2016). Key discourses in early childhood intervention: A case study of an early Belfast: Queen's University. intervention city. Unpublished PhD thesis. Bruner, J. (1996). Cambridge MA: Harvard University Press. The culture of education. Cagliari, P.; Castagnetti, M. Giudici, C.; Rinaldi, C.; Vecchi, V. & Moss, P. (2016). Loris London: Routledge Malaguzzi and the schools of Reggio Emilia. Dewey, J. (1916). Democracy and education: An intorduction tot he philosophy of York: Macmillan education.New Eurochild. (2015). A child-centred investment strategy. Why the investment plan for Europe Brussels: Eurochild AISBL. needs to prioritise children. Field, F. (2010). The foundation years: preventing poor children becoming poor adults. The London: HM report of the independent review on poverty and life chances. Government. Finnegan, J., & Lawton, K. (2016). Lighting up young brains. How parents, carers and Retrieved from nurseries support children's brain development in the first five years. Foucault, M. (1966). PARIS: Gallimard. Les mots et les choses.
attention to all the counter-effectuations that the one’s concerned - real children, teachers, families - readily and continuously perform in early childhood education and care. Upcoming books in the series will, for instance, bring forward notions of the public early childhood teacher, of the aesthetic dimension of education, of space and place - including material/immaterial tools such as new technologies –all essential issues for early childhood practices. We will (re)turn to and (re)invent central historical pedagogical figures and we will not only continue contesting but also continue to present alternatives to the current abstract formalism in early childhood education and care. So, “stay tuned” … there is more to come… References Allen, G. (2011). Early intervention: Smart investment, massive savings. The second independent report to Her Majesty's Government. London: HM Government. Biesta, G. (2007). Why “What Works” won’t work: evidence-based practice and the democratic deficit in educational research. Educational Theory,, 57(1), 1-22. Boyle, C. (2016). Key discourses in early childhood intervention: A case study of an early intervention city. Unpublished PhD thesis. Belfast: Queen's University. Bruner, J. (1996). The culture of education. Cambridge MA: Harvard University Press. Cagliari, P.; Castagnetti, M. Giudici, C.; Rinaldi, C.; Vecchi, V. & Moss, P. (2016). Loris Malaguzzi and the schools of Reggio Emilia. London: Routledge Dewey, J. (1916). Democracy and education: An intorduction tot he philosophy of education.New York: Macmillan Eurochild. (2015). A child-centred investment strategy. Why the investment plan for Europe needs to prioritise children. Brussels: Eurochild AISBL. Field, F. (2010). The foundation years: preventing poor children becoming poor adults. The report of the independent review on poverty and life chances. London: HM Government. Finnegan, J., & Lawton, K. (2016). Lighting up young brains. How parents, carers and nurseries support children's brain development in the first five years. Retrieved from Foucault, M. (1966). Les mots et les choses. PARIS: Gallimard.
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