ABSTRACT
These five chapters conclude our exploration of relational pedagogy in this collection. As can be seen, some writers are still clearly exploring the concept and working towards a greater understanding. This is how it should be, since relational pedagogy is still a new and evolving concept, as we saw in Chapter 1 and as other writers have emphasised in different chapters. The overlapping and integrated nature of the concept makes it difficult to write about in definitive terms but it seems to us, the editors, that our contributors have all captured the spirit of relational pedagogy. We feel certain that all the chapters will help you, our readers, to begin an exploration of your own understandings, interpretations and practices in order to familiarise yourselves with this important way of thinking, working and learning in early childhood education and care. If the book can do even some of this, then we have well and truly begun the processes of relational pedagogy.
