| Record Type: |
Electronic resources
: monographic
|
| Title Information: |
rules, rituals, and realities |
| Alternative Intellectual Responsibility: |
GoelmanHillel, 1951- |
| Alternative Intellectual Responsibility: |
PivikJayne., |
| Alternative Intellectual Responsibility: |
GuhnMartin., |
| Secondary Intellectual Responsibility: |
Palgrave Connect (Online service) |
| Place of Publication: |
New York |
| Published: |
Palgrave Macmillan; |
| Year of Publication: |
2011 |
| Description: |
1 online resource. |
| Series: |
Critical cultural studies of childhood |
| Subject: |
Child development. - |
| Subject: |
Educational psychology. - |
| Subject: |
Social Science. - |
| Subject: |
FAMILY & RELATIONSHIPS - Child Development. - |
| Online resource: |
http://www.palgraveconnect.com/doifinder/10.1057/9780230119338An electronic book accessible through the World Wide Web; click for information |
| Notes: |
Description based on print version record. |
| Summary: |
"This book describes the process and outcomes of a collaborative, interdisciplinary research project on early child development. The project was interdisciplinary and collaborative in two ways. First, it included research from pediatrics, social work, community planning, landscape architecture, psychology, sociology, nursing, occupational and physical therapy, women's studies and Indigenous studies. Second, all of the ten studies were partnerships between university-based researchers and community-based professionals. The book describes the rules or formal guidelines which guided our work; the rituals which provided opportunities for meaningful interaction among the research teams; and the practical realities we faced in terms of time, space and money to keep the project moving"-- |
| ISBN: |
9780230119338electronic bk. |
| ISBN: |
0230119336electronic bk. |
| ISBN: |
9780230347106 |
| ISBN: |
023034710X |
| Content Note: |
Theory and background to the CHILD Project *�Rules, rituals and realities: From Theory to Practice�* What we have learned about poverty and vulnerability *�What we have learned about Aboriginal children and families * What we have learned about early identification and screening programs *�What we have learned about nurturant environments for children *�What we have learned about interdisciplinarity *�What we have learned about university-community collaboration *�The graduate student experience�* Conclusions and new beginnings. |