INTRODUCTION TO VOLUME 13: SOCIAL CONTEXTS OF EARLY EDUCATION, AND RECONCEPTUALIZING PLAY (II)

Stuart Reifel

doi:10.1016/S0270-4021(04)13013-9

Login

Welcome:
Guest

Search for:

Browse:

Product Information:

Resources:

Advances in Early Education And Day Care

ISSN: 0270-4021
Series editor(s): John A. Sutterby

Subject Area: Education

Content: Series Volumes | Current Volume RSS

Options: To add Favourites and Table of Contents Alerts please take a Emerald profile

Document request:
INTRODUCTION TO VOLUME 13: SOCIAL CONTEXTS OF EARLY EDUCATION, AND RECONCEPTUALIZING PLAY (II)

Document Information:
Title:	INTRODUCTION TO VOLUME 13: SOCIAL CONTEXTS OF EARLY EDUCATION, AND RECONCEPTUALIZING PLAY (II)
Author(s):	Stuart Reifel
Volume:	13 Editor(s): Stuart Reifel and Mac Brown ISBN: 978-0-76231-146-0 eISBN: 978-1-84950-299-3
Citation:	Stuart Reifel (2004), INTRODUCTION TO VOLUME 13: SOCIAL CONTEXTS OF EARLY EDUCATION, AND RECONCEPTUALIZING PLAY (II), in Stuart Reifel and Mac Brown (ed.) Social Contexts of Early Education, and Reconceptualizing Play (II) (Advances in Early Education And Day Care, Volume 13), Emerald Group Publishing Limited, pp.IX-XIII
DOI:	10.1016/S0270-4021(04)13013-9 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Editorial
Extract:	Volume 13 of the Advances in Early Education and Day Care series marks twenty years that the series has attempted to provide a forum for current scholarship that might further our thinking about early childhood education and care. This, my ninth volume as series editor, is intended to serve the continuing intent of the series to provide multi-disciplinary and interdisciplinary perspectives on a field that by its nature requires diverse perspectives. Early childhood practices have drawn on ideas from child development, curriculum studies, social work, nursing, sociology, anthropology, and other fields that inform us about children, their care, and the settings in which we implement our programs. Advances has always attempted to respect the necessary diversity of perspectives that can inform the field, and to support work that may not fit in a tidy disciplinary nook.