(In)Visible Perceptions of Objects ('Things') during Early Transitions: Intertwining Subjectivities in ECEC

Autor/inn/en	White, E. Jayne; Westbrook, Fiona; Hawkes, Kathryn; Lord, Waveney; Redder, Bridgette
Titel	(In)Visible Perceptions of Objects ('Things') during Early Transitions: Intertwining Subjectivities in ECEC
Quelle	In: Contemporary Issues in Early Childhood, 24 (2023) 4, S.376-393 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, E. Jayne) ORCID (Redder, Bridgette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14639491211027904
Schlagwörter	Early Childhood Education; Visual Stimuli; Infants; Perception; Early Childhood Teachers; Teacher Attitudes; Parents; Parent Attitudes; Foreign Countries; Child Development; Change; Australia; New Zealand + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Infant; Toddler; Toddlers; Kleinkind; Wahrnehmung; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Eltern; Elternverhalten; Ausland; Kindesentwicklung; Wandel; Australien; Neuseeland
Abstract	Objects in early childhood education (ECEC) experiences have begun to receive a great deal more attention than ever before. Although much of this attention has emerged recently from new materialism, in this paper we turn to Merleau-Ponty's phenomenological concern with the (in)visibility of 'things' to illuminate the presence of objects within infant transitions. Drawing on notions of "écart" and "reversibility," we explore the relational perceptions objects are bestowed with on the lead up to, and first day of, infant transitions. Recognizing the intertwining subjectivities that perceive the object, a series of videos and interviews with teachers and parents across three ECEC sites in Australia and New Zealand provided a rich source of phenomenological insight. Our analysis reveals objects as deeply imbued anchoring links that enable relational possibilities for transitions between home and ECEC service. Visible and yet invisible to adults (parents and/or teachers) who readily engage with objects during earliest transitions, the significance of things facilitates opportunities to forge new relationships, create boundaries and facilitate connections. As such, our paper concludes that objects are far more than mediating tools, or conceptual agents; they provide an explicit route to understanding with potential to play a vital role in supporting effective early transitions when granted visibility within this important phenomenon. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01