The early years are an important period for learning, but the
questions surrounding participatory learning amongst toddlers
remain under-examined. This book presents the latest theoretical
and research perspectives about how ECEC (Early Childhood Education
and Care) contexts promote democracy and citizenship through
participatory learning approaches. The contributors provide insight
into national policies, provisions, and practices and advance our
understandings of theory and research on toddlers' experiences for
democratic participation across a number of countries, including
the UK, Australia, New Zealand, the United States, Canada, Sweden,
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