Methodology for Research with Early Childhood Education and Care Professionals: Example Studies and Theoretical Elaboration (International ... Childhood Education and Development, 38)

Acknowledgment
Contents
About the Authors
Part I: Introduction
	Chapter 1: Enabling Knowledge Development Relevant for ECEC
		Introduction
		Aiming for a Better Society: Two Related Research Approaches
		Conceptual Confusions when Doing Research in Collaboration with (Pre)school Personnel
		When the Practice Referred to Is Preschool: Reflections from the Chapters
		The Challenges of Collaboration Projects
			Agenda-Setting and Expectation Management
			Mutual Trust and Shared Understanding
			Organisational Challenges
			Managing the Unpredictable
		Looking Forward: Future Questions for Praxis-Related Research
		References
Part II: Example Studies
	Chapter 2: A Retrospective View on Researchers’ and Preschool Teachers’ Collaboration: The Case of Developing Children’s Learning in Preschool
		Introduction
		Background
		Two Development Studies
		Design and Method
		The Work with the Teachers in Practice
		The Researchers’ Intentions and Challenges
		Discussion and Conclusions
		References
	Chapter 3: Exploring Mixed Roles and Goals in Collaborative Research: The Example of Toddler Mathematics Education
		Introduction
			Taking a Children’s Perspective
		Theoretical and Empirical Interest in Toddlers’ Learning
		Key Features for Generating Valid and Reliable Results
		The Challenges of Collaboration
			Joint Project But Diverse Goals
			Different Approaches But Interchanging Roles
		Conclusions
		References
	Chapter 4: Managing the Tension Between the Known and the Unknown in Knowledge-Building: The Example of the Play-Responsive Early Childhood Education and Care (PRECEC) Project
		Introduction
		Field Access: From Whose Perspective?
		An Academia-Preschool Cooperation: Of What Kind?
		Outcomes of the Project
		Conclusion
		References
	Chapter 5: Success of and Barriers to Workshop Methodology: Experiences from Exploration and Pedagogical Innovation Laboratories (EX-PED-LAB)
		Introduction
		Case Context and Rationale
		Co-creation of Knowledge
		Workshop Methodology: Background and Components
		EX-PED-LAB: The First Year of the Workshop Methodology
		Emergent Findings: Enabling Features of and Barriers to EX-PED-LAB
		Summary and Takeaway Points for Further Knowledge Generation and Transformative Practices
		References
	Chapter 6: Opening Up New Spaces for Action: Challenges of Participatory Action Research for Preschool Practice Transformation in an Introductory Unit for Immigrant Children
		Introduction
		Participatory Action Research
		Initiating a Transformation of Practices
		Transformation of the Language-Development Practice
		Involving the Educators in Transforming the Practice of Language Development
		Children’s Perspective
		Involving the Management
		Involving the Parents
		Discussion
		References
	Chapter 7: Integrating Digital Technologies in Teaching and Learning Through Participation: Case Studies from the Xlab – Design, Learning, Innovation Laboratory
		Introduction
		Background
		Study Context
			The Participation, Influence, and Responsibility (PIR) Model
			Organisation of the Project
		Participation and Agency
			Co-creation Metaphor: The Collaborative Setting
			Acquisition Metaphor: Individual and Collective Efficacy
		The Research Unfolds
			Workshop as a Research Method
			Analytical Approach
			Case 1: Cultivating Participative Workshop Expertise to Implement Digital Technology
			Case 2: Child-Initiated Activities as a Foundation for Implementing Digital Technology
		Conclusions
		References
	Chapter 8: Interprofessional Dialogue and the Importance of Contextualising Children’s Participation: A Collaboration Between Different Disciplines Around New Technology
		Introduction
		The Project Example of Implementing a Music Technology in Early Childhood Education
		Studying Children Interacting with the Music Technology from a Pedagogical Perspective
		Research Considering Contextualised Childhoods vs. the Individual Universal Child
		Implications for Doing Practices-Developing Research on Digital Technologies in ECE
		References
	Chapter 9: Mutuality in Collaboration: A Development Project for Teaching in Multilingual ECEC
		Introduction: A Long-Term Collaboration
		Mapping, In-Service Training, Follow-Up
		Lessons Learned
		Closing Thoughts
		References
Part III: Theoretical and Conceptual Discussions and Tools
	Chapter 10: The Importance of De-reifying Language in Research with Early Childhood Education and Care Professionals: A Critical Feature of Workshop Methodology
		Introduction
		Identifying and Clarifying a Recurrent Challenge
		Nominalising and Reifying
		Why Nominalisation and Its Associated Reification Matter for Workshop Methodology
		Conclusions
		References
	Chapter 11: Responding to Wicked Tensions and Problems in Practices-Developing Research
		Introduction
			A Long-Term Effort to Find Solutions to Wicked Tensions and Problems
		The Creation of Tensions and Problems
		The Risk of Violating the ECEC Tradition in Large-Scale Interdisciplinary Research
		The Problem of Paradoxical Mechanisms in the Migration Area
			Challenging a Superficial Collaboration by Allowing a Deep and Slow Process
		Power Balancing: The Tension Between Co-learner and Co-expert
		The Problem of Language
		The Way Forward: Revisiting Reflexivity, Balancing Narrative Knowing, and Logo-scientific Knowledge
		References
	Chapter 12: Terminological and Conceptual Meta-commentaries on Practices-Developing Research
		Introduction
		Problematising the Problems Addressed in Collaborative Research
			What Problems to Address and What Does It Mean to Solve Them?
		Limitations and Ethical Considerations
		Labelling and Conceptualising Collaborative Research Between Researchers and ECEC Professionals
			On the Distinction Between ‘Researcher’ and ‘Practitioner’ and the Label of ‘Practice-Developing Research’
				The Politics of Representation
			Practices-Developing Research
		References