Our goal in this chapter is to look more closely at the underlying mathematical formalism of quantum mechanics. We will look at the quantum state, how it evolves in time, and what it means to interrogate the state by performing a measurement. It is here that we meet the famed Heisenberg uncertainty principle.

Until now, we’ve only considered the motion of a single particle. If our goal is to understand everything in the universe, that’s a little limiting. In this section, we take a small step forwards: we will describe the dynamics of multiple interacting particles. Among other things, this will highlight the importance of the conservation of momentum and angular momentum.

Classical mechanics starts with Newtons three laws, among them the famous F=ma. But these laws are not quite as transparent as they may seem. In this chapter, we introduce the laws and provide some commentary. We will also learn about Galileos ideas of relativity, a precursor to the much more shocking ideas of Einstein that come later.

Quantum particles, like happy families, are all the same. In fact, not only are they the same. They are literally indistinguishable. This has deep and important consequences that are fleshed out in this chapter.

The real fun of the Maxwell equations comes when we understand the link between electricity and magnetism. A changing magnetic flux can induce currents to flow. This is Faraday’s law of induction. We start this chapter by understanding this link and end this chapter with one of the great unifying discoveries of physics: that the interplay between electric and magnetic fields is what gives rise to light.

In this chapter, we explore how electric and magnetic fields behave inside materials. The physics can be remarkably complicated and messy but the end result are described by a few, very minor, changes to the Maxwell equations. This allows us to understand various properties of materials, such as conductors.

What is the essence of quantum mechanics? What makes the quantum world truly different from the classical one? Is it the discrete spectrum of energy levels? Or the inherent lack of determinism? The purpose of this chapter is to go back to basics in an attempt to answer this question. We will look at the framework of quantum mechanics in an attempt to get a better understanding of what we mean by a “state”, and what we mean by a “measurement”. A large part of our focus will be on the power of quantum entanglement.

In this chapter, we focus on the implementation of the planning cycle in infant and toddler settings and how it might be co-constructed, documented and shared with key stakeholders. Throughout this book, we have examined how the first three years constitute a foundational period with particular competencies, vulnerabilities and opportunities for growth and learning. Infants and toddlers deserve, and indeed have a right to experience, curriculum that is specifically designed to nurture their unique ways of being, belonging and becoming. At the same time, very young children are not a homogenous group but individuals with their own interests, dispositions, strengths and challenges. Quality curriculum is planned to be responsive to these individual differences. Planning curriculum is an important professional practice requiring educators to act with what the Early Years Learning Framework (EYLF) calls intentionality, meaning their curriculum and practice is deliberate, thoughtful and purposeful.

Describe some important features of infant–caregiver relationships; evaluate the role of early life experiences on later development; understand what emotions are for and how they develop.

Infants and toddlers are immersed in the social culture of their family, community and society from before they are born. Every family has distinct social practices and ways of interacting which shape very young children’s holistic physiological, cognitive and emotional learning, development and wellbeing. These practices reflect the values, beliefs, norms and expectations of their community and culture. Over time, through repeated social encounters and experiences, the social culture of their family and community is passed on as infants and toddlers become socialised into these specific ways of engaging with others. Social practices and interactions thus form the basis of the relationships that infants and toddlers form with significant others. As a result, the social opportunities that very young children experience and participate in during their everyday existence have far-reaching consequences for their sense of identify and belonging.