Titlebook: Children’s Self-determination in the Context of Early Childhood Education and Services; Discourses, Policies Federico Farini,Angela Scollan

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https://doi.org/10.1007/978-1-4684-9904-9roducing knowledge, i.e. as epistemic authority. The chapter analyses how children’s epistemic authority is constructed in interactions video-recorded in a pre-school setting in the Italian town of Reggio Emilia, exploring some ways in which adults can enhance agency in early childhood education.