Includes bibliographical references and index.

Preliminary Material / Susan Edwards and Joce Nutall -- Introduction / Susan Edwards and Joce Nuttall -- A Timescape / Alma Fleet and Catherine Patterson -- Revolutionising Practice by Doing Early Childhood Politically / Mindy Blaise -- Creating Space for Professional Learning / Judy Walker -- Ethical Practice as Relational Work / Carmen Dalli and Sue Cherrington -- Beyond Developmentalism / Susan Edwards -- Structure, Agency, and Artefacts: Mediating Professional Learning in Early Childhood Education / Joce Nuttall , Lisa Coxon and Sarah Read -- The Professionalisation of the Early Years Workforce / Jan Georgeson -- Future Directions in Researching Professional Learning in Early Childhood Settings / Joce Nuttall and Susan Edwards -- Index / Susan Edwards and Joce Nutall.

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Attention has increasingly turned to the preparation and ongoing education of early childhood educators as governments have become increasingly aware of the importance of early childhood education as a key part of educational provision. This collection of case studies in continuing professional learning, drawn from Australia, New Zealand, and the United Kingdom, raises important questions about the nature and purpose of continuing professional learning in ECE by drawing on theories broadly described as 'post-developmental', including postmodernism, cultural-historical theory, sociocultural theory, narrativity, and critical theory. This book will provide a valuable addition to the libraries of teacher educators, professional developers, researchers, practitioners, and students of early childhood education. Taken as a whole, the chapters provide key insights into the complexities of how adults learn in, and about, early childhood settings, and examines the possibilites offered by reaching beyond traditional developmental views of teaching in ECE.