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This chapter presents the vast field of child, childhood, and early childhood education studies, with a number of sketches presented on a meta-level. The first sketch is about the unproblematized idea of a desired integration between different scientific approaches to inform early childhood education. The second series of sketches discusses and challenges the notion of the need for a translational bridge over a presumed gap between the neurosciences and educational practices, where cognitive psychology is thought to take on the role of translator on a bidirectional bridge. The third sketch includes a wider array of inquiries from the humanities and social sciences. The sketch is constructed as two circles with movable positions to illustrate new possible relations and encounters between different ontologies and epistemologies.

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“Whose Science Is It?” The Field of Child, Childhood Studies, and Early Childhood Education

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  • 出版模式：

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  • 发表日期：

    2025年

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  • Hillevi Lenz Taguchi,
  • Linnea Bodén

摘要

This chapter presents the vast field of child, childhood, and early childhood education studies, with a number of sketches presented on a meta-level. The first sketch is about the unproblematized idea of a desired integration between different scientific approaches to inform early childhood education. The second series of sketches discusses and challenges the notion of the need for a translational bridge over a presumed gap between the neurosciences and educational practices, where cognitive psychology is thought to take on the role of translator on a bidirectional bridge. The third sketch includes a wider array of inquiries from the humanities and social sciences. The sketch is constructed as two circles with movable positions to illustrate new possible relations and encounters between different ontologies and epistemologies.