Chapter 1 Policy and Pedagogy for Birth-to-Three Year Olds

Chapter 2 Intersubjectivity in the Imagination and Feelings of the Infant: Implications for Education in the Early Years

Chapter 3 A ‘Good Life’ for Infants in Early Childhood Education and Care? The Place of Well-Being in ECEC Curriculum, Pedagogy and Policy

Chapter 4 Care, Upbringing and Teaching in ‘Horizontal’ Transitions in Toddler Day-Care Groups

Chapter 5 Toddlers’ Participation in Joint Activities with Peers in nido

Chapter 6 The Richness of Everyday Moments: Bringing Visibility to the Qualities of Care Within Pedagogical Spaces

Chapter 7 Supporting Concordant Intersubjectivity and Sense of ‘Belonging’ for Under Three-Year-Olds in Early Years Settings

Chapter 8 Tensions and Challenges in Professional Practice with Under-Threes: A New Zealand Reflection on Early Childhood Professionalism as a Systemic Phenomenon

Chapter 9 Educators’ Perspectives on Attachment and Professional Love in Early Years Settings in England

Chapter 10 Babyroom Workers: Care in Practice

Chapter 11 Influences on U.S. Higher Education Programs Educating the Infant-Toddler Workforce

Chapter 12 Family Day Care: The Trilemma of Professionalisation, Sustainability and Fairness in Flanders, France and Germany

Chapter 13 A Quality Framework for Early Childhood Practices in Services for Children Under Three Years of Age: Starting Regionally – Moving Globally

Chapter 14 Provision for ‘Under 3s’ in Australian Early Childhood Education and Care Policy Commitments: A Metaphorical Canary in the Coal Mine?