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The introduction argues for multiple forms of knowledge in inquiry concerning children’s development, learning, and lives. With an overarching goal of arguing for relevant forms of inquiry for the benefit of children, whether the research is done on, to, with, and/or by children, three aims are presented: (1) to discuss the challenges and possibilities of inter- and transdisciplinary collaborations while (2) attending to the complex historicity of the academy and its different disciplinary divides, theories, and lexica so as to (3) argue for the importance of understanding phenomena, such as the child, childhood, and education, as multiple, and natureculture coconstituted. The introduction further highlights the context of the book, a large-scale interdisciplinary intervention study in Swedish preschooling.

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Introduction

  • 章节

  • 出版模式：

    开放获取

  • 发表日期：

    2025年

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  • Hillevi Lenz Taguchi,
  • Linnea Bodén

摘要

The introduction argues for multiple forms of knowledge in inquiry concerning children’s development, learning, and lives. With an overarching goal of arguing for relevant forms of inquiry for the benefit of children, whether the research is done on, to, with, and/or by children, three aims are presented: (1) to discuss the challenges and possibilities of inter- and transdisciplinary collaborations while (2) attending to the complex historicity of the academy and its different disciplinary divides, theories, and lexica so as to (3) argue for the importance of understanding phenomena, such as the child, childhood, and education, as multiple, and natureculture coconstituted. The introduction further highlights the context of the book, a large-scale interdisciplinary intervention study in Swedish preschooling.