This book conceptualizes the 'lived spaces' of infant and toddler early
education and care settings by bringing together international authors
researching within diverse theoretical frameworks. It highlights diverse
ways of understanding the experiences of very young children by exposing
the ways that the authors are grappling with the unknown. The work
explores broadly the construct and meanings of 'lived spaces' as
relational spaces, interactional spaces, transitional spaces, curriculum
spaces or pedagogical spaces operating within the social, physical and
temporal environment of infant-toddler education settings. The book
invites interchange between and among diverse theories and approaches
and through this build new understanding of infants' and toddlers'
experiences and interactions in early education and care settings. It
also considers the implications of this work for policy and practice in
infant and toddler education and care.