First Transitions to Early Childhood Education and Care: Intercultural Dialogues across the Globe

Foreword
Acknowledgements
Contents
About the Editor and Contributors
	About the Editors
	Contributors
Chapter 1: Introducing ISSEET
	Introduction
	Part 1: Setting the Scene for a Study of Infant Transitions
		Research Design
		Data Collection Methods
		Data Analysis
		Participants
		Ethical Considerations
	Part 2: Orienting First Transitions in this Book
		Introducing the Chapters
		Terminologies that Portray Realities
	References
		Additional Resources from ISSEET to Date
Chapter 2: Policies Framing Infant Transitions Across Six Countries
	Introduction
	Geopolitical Similarities and Differences Across Countries
		Equity for Mothers in Paid Employment?
		Women’s Employment, Rights, and Maternity Leave
		Home-Care Allowance
		ECEC Arrangements
		Availability of ECEC for Infants
	Final Comments
	References
Chapter 3: (In)visible Indigenous Perspectives on First Transition
	Introduction
	Recognition and (In)visibility
	Indigenous Conceptions of the Infant
	Becoming and Transition: Indigenous Perspectives and Colonization in ECEC
	Aboriginal and Torres Strait Islander Positionings: A Disconnect Between Becoming, Transition, and Colonization
	Māori Ways of Knowing: A Disconnect Between Becoming and Colonization
	Aboriginal and Torres Strait Islander Perspectives: An ISSEET Encounter
	Māori Perspectives: An Encounter
	Contextualizing the (In)visibility
		Indigenous Concepts of Children, Childhood, and Transition-as-Becoming
	Building Recognition and (In)visibility Through Transition-as-Becoming in Indigenous Contexts
	Concluding Comments
	References
Chapter 4: Pedagogies of Infant Transition: A Trail of Breadcrumbs
	Introduction
	Specific Policies Shaping Infant Pedagogy for Transitions
		Qualifications and Training
		Structural Variables
	Age of Entry
	Curricula Shaping Infant Pedagogies for Transition
	ISSEET ECEC Services Articulating Infant Transitions
	Re-tracing Our Steps Toward Discovery
	References
Chapter 5: Enacted Pedagogies in First Transitions
	Introduction
	Pedagogies before the First Day
		Visits
		Assigning a Key Educator
	Pedagogies on the First Day
		Arrivals and (Parental) Departures
		After the Parent Leaves
		Routines
		Play
	Concluding Speculations
	References
Chapter 6: Adult Expectations and Emotions During First Transitions for Infants
	Introduction
	A Sociopolitical Approach to the Event of Earliest Transition
	Introducing the Case Study Narratives
		Case Study 1. Aotearoa New Zealand: “Keep the Home Fires Burning”
		Case Study 2. United States: “I Don’t Need to Feel Bad Anymore”
		Case Study 3. Finland: “It Feels Terrible ... But It Will Be Good for Her”
		Case Study 4. Brazil: “A Living Wheel of Care”
		Case Study 5. Scotland: “Becoming a Celebrity”
		Case Study 6: Australia: “Degrees of Misery”
		Case Study 7: Aotearoa (New Zealand): “He’s Been here Before”
		Case 8: Finland: “The Smooth Transition”
	Earliest transition Events: An Ethico-onto-Epistemological Response
	References
Chapter 7: The Social Experience of First Transitions: Infants and their Peers
	Introduction
		Resistance to a Conceptualization of Infant–Peer Relationships
		Organization of the Space
		Observations of Infants’ Interactions with Peers
	Final Comments
	References
Chapter 8: Living the Space in First Transitions
	Introduction
	Social and Relational Space
	Infants’ Embodied Experiences in Lived Spaces
	Relationship Between Home and ECEC Spaces During Transition
	Transformation of Space Through Time
	Transformation of Space Through Action and Movement
	Access to Diverse Spaces: Indoors and Outdoors
	Concluding Remarks: What Can We Say about Spatiality in Transitions?
	References
Chapter 9: First Transitions and Time
	Introduction
	Time of the Parents
		Deciding to Share an Infant’s Care and Education
		Selecting the ECEC Service
		Transitioning to ECEC
	Time of the Institution
		Beginning to Attend Early Education and Care Services
		Links Between Institutional Time in ECEC and Historical and Contextual Time
		Institutional Time: Annual Cycles and the Year of the Institution
		Weekly and Daily Institutional Cycles
	Time of the Child
		Vignette A: Sleep Routines and Rhythms
		Vignette B: Age on Transition
		Vignette C: From Moment to Moment—The Timing of Interactions
	In the Fullness of Time
	What these Temporalities Mean for Transition
		Time-Related Negotiations
		Intertwining Times
		Conflicts of Time
	Conclusion
	References
Chapter 10: The “Things” of First Transitions
	Introduction
	Things in Early Childhood Settings: Reviewing the Literature
		Worlding
	Data-Analysis Methodology: Worlded Encounters with “Things”
	Vignettes: Things in the Transition Process
		Madeline (Australia)
			Vignette 1: First Day with Rejected Objects
				The Scene
				Gathering Meaning
			Vignette 2: Madeline’s Plushy Lion
				The Scene
				Gathering Meaning
		Zane (Aotearoa New Zealand)
			Vignette 3: First Transition with Velvety Rabbit
				The Scene
				Gathering Meaning
			Vignette 4: Yellow Cube and Friends
				The Scene
				Gathering Meaning
		Imogen (United States)
			Vignette 5: First Transition and Bottle Rejection
				The Scene
				Gathering Meaning
			Vignette 6: Imogen’s Vest
				The Scene
				Gathering Meaning
			Vignette 7: Bottle in a Cozy Cubby
				Gathering Meaning
	Things Interanimating Transitions
		Transitional Things
	Meaning-Making, Scriptwriting, and House Building
	Non-things
	Concluding Thoughts
	References
Chapter 11: Epilogue: Where Do We Look to Next?
	References
Appendix: Observation Coding Sheet: Explanation of Variables
Index