This exciting new book brings fresh knowledge of affective pedagogies in early childhood education and care. The book draws on cultural-historical theory in alignment with visual methodologies to elucidate infant-toddlers’ affective pedagogies through analysis of case examples. The book reveals contemporary pedagogical practices in the infant-toddler space like mealtimes, nappy change and play. These pedagogical practices show the highly specialised nature of working with infant-toddlers such as the affective relations between educators and infant-toddlers, affective dialogue, affective engagement, and the creation of affective spaces. The value of collaboration is highlighted through creating an affective space for educators to become aware, reflect and position themselves as effective and affective educators. The book introduces innovative methodological tools such as images and collective drawings for collaborative reflection.  

“This book makes an original contribution to the field of education and more specifically early childhood education and care (ECEC). This book with its focus on affective pedagogies for infants and toddlers is highly relevant. The authors’ focus on infants and toddlers and the specialized work of infant-toddler teachers. Providing fresh insights into ways of seeing and valuing, in more depth, how relations between infants-toddlers and teachers are developed. The case examples are very well written, providing detail that brings to life these infant-toddler-teacher lived experiences. This book will help to break down obstacles in terms of the promotion of quality pedagogical practice for this age group as well as lift the status of the complex and specialized work of infant-toddler teachers.” (Bridgette Redder, Te Rito Maioha Early Childhood New Zealand)

“This book exposes the complex and dynamic environments in which infant-toddlers and their educators build relationships, and invitethe reader to think and re-think what infant-toddler pedagogy encompasses. This book should be of interest to researchers, practitioners, and decision-makers. It gives us hope that the early childhood research community is starting to recognize that we can no longer ignore the role of infant-toddlers and their affects in ECE. Hopefully, interest in infant-toddlers and affective pedagogies will continue to grow. We are only just beginning to understand all the educational and research uses and consequences of affective pedagogies in early childhood settings.” (Lasse Lipponen, University of Helsinki, Faculty of Educational Sciences)

Offers new theorisation of affective pedagogy and what it means for infant-toddler pedagogy Focuses on cultural–historical theory to exemplify infant-toddler educator’s unique affective pedagogy Embraces affective relationships as an important element of contemporary infant-toddler pedagogy Includes visual narrative case studies to illustrate affective pedagogical practices

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