After several months of personal journey towards accepting that the coronavirus pandemic is real (see Jandrić 2020a, b), in early March, it dawned on me that the pandemic does not need only so-called essential workers. Self-quarantined after returning from abroad weeks before the Croatian government locked down the country, I immediately wrote an editorial for Postdigital Science and Education and argued that 'While doctors, nurses, politicians, food suppliers, and many other brave people self-sacrifice to support our daily survival, this editorial argues that academics have a unique opportunity, and a moral duty, to immediately start conducting in-depth studies of current events.' (Jandrić 2020c: 234) I had no idea how to even approach these studies, yet I had a strong feeling that something needed to be done urgently. So, I just did what I know best and issued calls for 3 different types of Covid-19-related material to be published in Postdigital Science and Education: short testimonies, longer commentary articles, and full-length original articles. I had no idea how much material I would receive, what this material would look like, and what I would do with this material. I just had a deep gut feeling that we are witnessing a unique time in human history, a once-in-a-lifetime event, that needs to be recorded as it unfolds. For better or for worse, I decided to follow that feeling. This general vision, without a clear idea of what I was doing, paved a bumpy road for the development of this collection. On 17 March 2020, I shared the Call for Testimonies on Postdigital Science and Education social network sites and I emailed it to the journal's mailing list. Based on my previous experience with similar calls, I expected to receive 10 to 15 contributions and produce a standard-length collective article aiming at postdigital dialogue (Jandrić et al. 2019) about the pandemic. Yet my call went 'viral', at least for academic standards, and a couple of weeks later, I had more than 50,000 words written by more than 80 authors. So how do I make sense of all that material? My dear friend and Associate Editor of Postdigital Science and Education, Sarah Hayes, came to my rescue. We first tried to make sense of the contributions using critical discourse

a b s t r a c tThis exploratory study investigated the nature of teacher-infant social dialogue in a high-quality education and care centre in New Zealand. Employing dialogic methodology (Bakhtin, 1986), interactions between infants and teachers were analysed in terms of the language forms used in the social event. Polyphonic video footage of two infants' social experiences and subsequent teacher interviews were coded to identify forms of language that occurred in dialogues and their interpreted pedagogical significance to teachers. The results revealed four central features of teacher-infant social exchange: (i) infants were more likely to respond to teachers interaction initiations when teachers used verbal and non-verbal language form combinations; (ii) when initiations were verbal and non-verbal combinations, both teachers' and infants' responses were significantly more likely to be also combinations of verbal and non-verbal language forms; (iii) both infants and teachers altered their responses to the language forms used by the initiator regardless of whether that was an infant or a teacher; and (iv) when teachers did not respond, they had a pedagogical rationale. Results highlight the multi-voiced and synchronous nature of teacher-infant interactions, the complex nature of communication in a formal out-of-home setting, and the pedagogical nature of teacher dialogue with infants.

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While academic attention is now being paid to infant–peer relationships in early childhood education and care settings and the role of teachers in these interactions, research is inclined to emphasise the importance of shared understanding as a feature in infant–peer relationships. As such, little research attention has been given to the alteric potential of the teacher when she or he engages in infant–peer relationships. This article draws on a dialogic analysis of infants in a New Zealand early childhood education and care setting to argue that infant relationships with their peers can be radically altered by the presence and participation of teachers. The results highlight the pivotal role of the teacher as a connecting figure within and between infant–peer experiences – one that has the potential to significantly impact on the nature of relationships between infants and peers. The study highlights the alteric potential for teachers within infant–peer dialogues, and the significance of these engagements accordingly, and concludes by suggesting that teachers are fully implicated in infant–peer relationships, since the dialogic space posits that there is no alibi!

Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research (such as photovoice and video) especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy (Brill) that was established in 2016. The paper is the result of a collective writing process over a period of a few months that discusses visual studies in education and visual ethics in relation to qualitative research in education, and as it applies to children. The article also uses the newly established convention of open review, publishing the results with the paper. ARTICLE HISTORY

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Infantologies is a collective writing project designed to express and summarise important ideas, approaches and forms of advocacy in a short and condensed method, in order to present a network of diverse themes, arguments and evidence concerning infants. This is a collective writing project invited fifteen scholars to participate by writing 500 words with maximum of 5 references in a short period of time (normally a couple of weeks). It is a kind of clearing house for dominant statements about the importance of the world of infants, their evolving minds, and physical and social bodies, and the crucial impact of parental, family, cultural, social and physical environments. This writing project follows the methodology of collective writing and builds on recent EPAT collective writing projects. Jayne White curated the section 'Infant Theories for Contemporary Times' and Marek Tesar curated 'Pedagogical Frameworks'. Other collective writing projects that resonate with infantologies will follow, including Infastasies and Infanticides.