The richness of everyday moments

bringing visibility to the qualities of care within pedagogical spaces

Suallyn Mitchelmore, Sheila Degotardi, Alma Fleet

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Care is an epistemological construct that requires intellectual sensibility and judgment. This chapter offers a way to understand the relationship between our actions and the construction of care as a form of knowledge. Drawing upon the French tradition of examining the richness within the everyday, the concept of 'le quotidien', 'the dimension of lived experience that is involved in everyday life' (Sheringham, Everyday life: theories and practices from surrealism to the present. Oxford, Oxford University Press, p. 2, 2006) is applied to early childhood education. The notion of le quotidien brings value to the often-overlooked aspects of everyday practice within infants' and toddlers' pedagogical spaces by acknowledging everyday moments as a space of transformation, invention, possibility and optimism. A 3-month case study was undertaken in an Australian long day care centre to investigate the epistemological nature of care. Through the use of pedagogically documented moments between children and educators, visibility is given to the capacity of the unseen relational space to construct shared values, revealing the intersubjective and intellectual nature of care.

Original languageEnglish
Title of host publicationUnder-three year olds in policy and practice
EditorsJayne White, Carmen Dalli
Place of PublicationSingapore
PublisherSpringer, Springer Nature
Pages87-99
Number of pages13
ISBN (Electronic)9789811022753
ISBN (Print)9789811022746
DOIs
Publication statusPublished - 2017

Publication series

NamePolicy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insightss and Innovations
PublisherSpringer
ISSN (Print)2509-6680
ISSN (Electronic)2509-6699

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