ABSTRACT
These chapters ask us to reflect on a diverse and complex world where ‘being alongside children’ inspires us to re-think existing pedagogical relationships. These portraits of teaching in a small rural preschool in Iceland or in England, or descriptions of events in a Danish or Norwegian kindergarten, open our minds to possibilities beyond our own experience. While connections between the chapters may not be evident at first glance, with further reflection it becomes apparent that there are common threads woven across the chapters. First, the notion that teachers are seeking meaningful relationships with children; second, that children are building knowledge about the world with each other and adults; and third, all three chapters highlight the significance of taking children’s perspectives into account.
