Pramling Methodology for Early Childhood Education and Care Research

Premises and Principles of Scientific Knowledge Building
1. Auflage 2023
ISBN: 978-3-031-24174-1
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 76 Seiten

Reihe: SpringerBriefs in Education

This book concisely explores the distinguishing features of scientific knowledge and research in early childhood education and care (ECEC). It has a dual-level focus of containing and relating the concrete practices of conducting research with the more fundamental conceptual discussions around research – the Bildung of the researcher.
The book introduces and succinctly explains the concepts of methodology, theoretical knowledge about method, and how all parts of conducting research are informed by theory. The interrelation of these concepts, and many premises of research, are often regarded as assumed knowledge. In this book, premises of research are explicated and discussed, as well as methods on how to engage in informed dialogue.
This introductory text explicates many features of scientific knowing and knowledge building in ECEC that tend to be presumed rather than clarified. It will be important in furthering the professional development of PhDstudents, Master’s students, supervisors, and researchers.

Zielgruppe

Research

Autoren/Hrsg.

Pramling, Niklas

Inhaltsverzeichnis

Introduction.- Scientific knowledge.- The importance and functions of theory.- Quality criteria.- Some notes on normativity and research.- Scientific language practices.- Coda: Summary and the importance of being mindful of pareidolia.

Über Autor(innen)

Niklas Pramling is Professor of Education at the University of Gothenburg, Sweden. He has a background in cultural studies, literature history and psychology. He wrote his Doctor of Philosophy dissertation (PhD) in Educational science (Swe. pedagogik) entitled, Minding Metaphors: Using Figurative Language in Learning to Represent. The dissertation concerned the use of metaphors and other forms of figurative language in learning and knowledge building. He has since then conducted research primarily on children-teacher communication in preschool in relation to narrative, literacy, music, nature knowing, play, teaching, bilingualism, and digital technologies. He is the leader of two Swedish national research schools for preschool teachers, funded by the Swedish Research Council.