Qualitative Research in Early Childhood Settings

by John Amos Hatch

Overview

This collection brings together studies and essays which represent the best work being done in the area of qualitative research in early childhood settings. The research spans the full range of early childhood settings from infant-toddler and home day care programs to primary classrooms.

The volume is designed to appeal to scholars doing early childhood research and to graduate students and their instructors in general early childhood research courses, specialized early childhood qualitative research courses, and general qualitative research courses. Experienced scholars doing qualitative work related to early childhood will see the book as essential because, for the first time, a comprehensive treatment of this emerging area of inquiry is provided. Less-seasoned researchers will find the collection useful in providing fundamental knowledge and concrete examples to guide their scholarly development.

Product Details

ISBN-13:	9780275949211
Publisher:	Bloomsbury Academic
Publication date:	02/22/1995
Series:	Penology; 47
Pages:	272
Product dimensions:	6.14(w) x 9.21(h) x 0.62(d)

About the Author

J. AMOS HATCH is Associate Professor of Inclusive Early Childhood Education at the University of Tennessee. He has taught in early childhood settings and conducted qualitative studies resulting in research reports for Anthropology and Education Quarterly, Elementary School Jourbanal, Early Childhood Research Quarterly, and Phi Delta Kappan. He is currently executive coeditor of the International Jourbanal of Qualitative Studies in Education.

Table of Contents

Introduction: Qualitative Research in Early Childhood Settings by J. Amos Hatch
Studies
The Emotional Culture of Infant-Toddler Day Care by Robin L. Leavitt
Family Day Care as Mothering: A Study of Providers' Perspectives by Margaret K. Nelson
Heart, Mind, and Soul: Head Start as a Reminder of the Powerful Function of Schools for Their Communities by Maike Philipsen and Jo Agnew
Life History of a First Grade Teacher: A Narrative of Culturally Sensitive Teaching Practice by Mary E. Hauser
Policy Issues in the Development of Child Care and Early Education Systems: The Need for Cross-National Comparison by Sally Lubeck
Qualitative Research in Early Childhood Settings: A Review by Pamela C. Browning and J. Amos Hatch
Methods, Ethics, and Theory
Studying Childhood as a Cultural Invention: A Rationale and Framework by J. Amos Hatch
Children in Context: Interpreting the Here and Now of Children's Lives by M. Elizabeth Graue and Daniel J. Walsh
Learning from Classroom Ethnographies: Same Places, Different Times by David E. Fernie, Rebecca Kantor, and Kimberlee L. Whaley
Toward a Stronger Teacher Voice in Research: A Collaborative Study of Antibias Early Education by Beth Blue Swadener and Monica Miller Marsh
Multiple Voices, Contexts, and Methods: Making Choices in Qualitative Evaluation in Early Childhood Settings by Mary Jo McGee-Brown
Ethical Conflicts in Classroom Research: Examples from a Study of Peer Stigmatization in Kindergarten by J. Amos Hatch
Post-Structural Research in Early Childhood Education by Joe Tobin

Editorial Reviews

Reports on research and discusses methods, ethics, and theory building in qualitative research of children between birth and eight years old in a variety of day care and child care contexts. Research on early childhood has traditionally been quantitative and rooted in developmental and behavioral psychology, but qualitative approaches are becoming more popular. Addressed to researchers and graduate students and instructors. Annotation c. Book News, Inc., Portland, OR (booknews.com)

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