Within the framework of an evidence-based intervention, this project performed multiple qualitative forms of inquiry, including emergent forms of collaborations with children. The book proposes a displaced form of postdevelompentalism for future collaborative forms of inquiry with a focus on multiple forms of knowledge and knowing.

Chapter 1. Introduction.- Chapter 2. On development, and nature, nurture, and culture relations.- Chapter 3. The emergence of postdevelopmentalism and a coconstitutive view of development.- Chapter 4. “Whose science is it?” The field of child, childhood and early childhood education.- Chapter 5. “Those whom the research concerns”. The doing of intervention research as inter- and trans-disciplinary inquiry.- Chapter 6. Troubling ethics in developmental and postdevelopmental inquiry involving children.- Chapter 7. Standardized tests: Children in the middle of a “dangerous” research practice.- Chapter 8. Children and the EEG-hat: Exploratory research to investigate children’s experiences and participation.- Chapter 9. Gendered-trouble in the interdisciplinary bakery.- Chapter 10. The problem of words and language in interdisciplinary collaborations.- Chapter 11. Conclusions.

This open access book directs its attention to a desire for inter- and transdisciplinary, reciprocal collaborations in studies concerning young children. It focuses on the possibilities and obstacles in collaborative forms of inquiry involving those stakeholders and actors whom the research concerns, specifically the participating children. The backdrop of the discussions and theoretical investigations is the inter- and transdisciplinary project Enhancing Children’s Attention. Within the framework of an evidence-based intervention, this project performed multiple qualitative forms of inquiry, including emergent forms of collaborations with children. The book provides a discussion on how young children’s development, learning, and lives are understood in the developmental sciences, and in the humanities and social sciences. It specifically addresses scholars interested in postdevelopmental, posthumanist, new materialist, and postqualitative approaches. The book proposes a displaced form of postdevelompentalism for future collaborative forms of inquiry with a focus on multiple forms of knowledge and knowing. Hillevi Lenz Taguchi is PhD in Education, and Professor of Education and Child and Youth Studies, at the Department of Child and Youth Studies at Stockholm University, Sweden. Linnea Bodén is PhD in Education, and Associate Professor of Child and Youth Studies, at the Department of Child and Youth Studies at Stockholm University, Sweden.

“This is a fascinating and important book. It should be read by all childhood researchers who engage with questions of development and developmentalism. It has helped me to make sense of much that puzzles me.” (Nick Lee, Associate Professor, University of Warwick, U.K)“This innovative text illustrates what is made possible when scholars engage a methodologically rigorous and philosophically informed inquiry. The authors refuse well-worn critiques that position differing forms of inquiry in opposition to one another toward a re-visioning of a more constructive relation(ality) between developmental science and that which emerges from the humanities and social sciences. In so doing, they aspire to displace and reconceptualize postdevelopmentalism in order to provoke fruitful imaginings in inquiry concerning childhood and early education.” (Lisa A. Mazzei, Alumni Faculty Professor of Education, University of Oregon, USA)“Hillevi Lenz Taguchi and Linnea Bodén offer a field-shifting exploration of multi-disciplinary collaborative inquiry and invites a much-needed fresh perspective on child development through a posthuman and new materialist lens while challenging both conventional and postdevelopmental paradigms. The book has all the ingredients of a ground-breaking recipe for what else a natureculture co-constitutive approach to postdevelopmentalism might yield in this field.” (EJ Renold, Professor of Childhood Studies, Cardiff University, U.K)

Takes a new approach to the concept of postdevelopmentalism Contributes to research in the fields of childhood studies, early education research, and cognitive sciences Pushes beyond the boundaries of individual disciplines and epistemologies This book is open access, which means that you have free and unlimited access

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