Becoming an Infant Caregiver: Three Profiles of Personal and Professional Growth

Recchia, Susan L.; Loizou, Eleni

doi:10.1080/02568540209594980

Cited by 16 publications

(5 citation statements)

References 11 publications

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“…Researchers have consistently demonstrated that meaningful, sensitive, and responsive infant caregiving is critical for language, social, emotional, and cognitive development and provides an essential foundation for developing subsequent relationships throughout life; thus, responsive care should be a priority (Howes & Hamilton, 1993;Howes & Ritchie, 2002;Lally, 2009;Margetts, 2005;Raikes, 1996;Recchia & Loizou, 2002;Recchia & Shin, 2010;Shonkoff & Phillips, 2000;Wittmer & Petersen, 2010). The connection between joint attention behaviours and social development has also been well established, and positive correlations have been documented between sensitive and responsive relationships and advanced levels of cognitive, language, and social skills (NICHD Early Child Care Research Network, 2001).…”

Section: Discussionmentioning

confidence: 95%

“…Research findings have provided insight into the ways that infants and their caregivers establish close, synchronous relationships with each other (Edwards & Raikes, 2002;Howes & Ritchie, 2002;Lee, 2006;Recchia & Loizou, 2002;Wittmer & Petersen, 2010). Caregivers should get to know each infant, read a particular infant's signals and cues, follow the infant's lead, and be sensitive and responsive during interactions (Howes & Hamiton, 1993;NICHD Early Child Care Research Network, 2001).…”

mentioning

confidence: 96%

“…High-quality caregiving and sensitive and responsive caregivers are critical components of these developmental processes (Howes & Hamilton, 1993;Shonkoff & Phillips, 2000). Recognizing that meaningful early relationships provide an essential foundation for developing subsequent relationships throughout life, responsive care should be a priority (Margetts, 2005;Recchia & Loizou, 2002;Recchia & Shin, 2010;Wittmer & Petersen, 2010).…”

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confidence: 97%

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In and out of synch: infant childcare teachers’ adaptations to infants' developmental changes

Recchia

Shin

2012

Early Child Development and Care

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This qualitative multi-case study explored the social exchanges and responsive connections between infants and their infant childcare teachers within a group care context. Infants' naturally occurring behaviours were videotaped purposefully at two separate time points, near the end of their first year and approximately six months later. Findings revealed various ways that infants and their teachers were 'in synch' or 'out of synch' within everyday practice. Infant teachers were 'in synch' with infants when they established reciprocal and meaningful joint understandings that were differentiated according to infants' individual and changing developmental needs. Infant teachers could also be 'out of synch' with an infant when they missed the infant's subtle cues or an infant did not easily adapt to caregivers' expectations and styles. Our findings urge teachers and teacher educators to think deeply about the meaning and complex nature of high quality, responsive caregiving within infant childcare environments.

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Section: Discussionmentioning

confidence: 95%

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confidence: 96%

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confidence: 97%

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In and out of synch: infant childcare teachers’ adaptations to infants' developmental changes

Recchia

Shin

2012

Early Child Development and Care

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“…e participada do problema, a coconstrução de soluções e compromissos, a restauração relacional e a continuidade do jogo partilhado; (iii) conferir uma continuidade atencional à solução do conflito, oferecendo follow-up apoiante e contrariando o caráter retórico e inconsistente da intervenção; e, (iv) rever continuamente a organização de espaços, materiais, rotinas e do grupo, aspectos altamente associados à prevenção de conflitos. No que concerne à interpretação da comunicação não-verbal, verificamos que este tem sido um desafio identificado com frequência junto de estagiárias em creche, bem como um elemento definidor do seu papel no âmbito das relações e interações quotidianas com bebês e crianças mais novas (BECK, 2013;RECHIA;LOIZOU, 2002;RECHIA;SHIN, 2010).…”

Section: Interação Adulto-criançaunclassified

Aprendizagem Profissional No Estágio Em Creche: Representatividade E Significado Atribuído a Dimensões Da Pedagogia

Araújo

2018

Rev. FAEEBA - Educ. e Contemp.

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A formação profissional de educadores(as) de infância para o trabalho em creche tem sido reconhecida como influente na qualificação destes serviços, embora seja frequentemente caracterizada como insuficiente e/ou desajustada às necessidades associadas ao perfil e respetivas funções profissionais. O presente estudo situase na formação inicial de educadores(as) de infância, pretendendo analisar a representatividade e significado atribuído a dimensões pedagógicas na aprendizagem profissional no âmbito do estágio em creche. Dados oriundos de 41 relatórios de estágio foram sujeitos a análise dedutiva, com base em dimensões da pedagogia identificadas na literatura. Os resultados evidenciaram seis dimensões com maior representatividade e significado nos relatos das estagiárias: experimentação de atividades [propostas pelo adulto], observação da criança e dos seus contextos proximais, organização de espaços e materiais, organização do tempo, interação adulto-criança e envolvimento das famílias. Adiantam-se algumas implicações ao nível dos processos de formação, com incidência na experiência formativa em contexto de estágio em creche. Palavras-chave: Creche. Estágio. Aprendizagem profissional. Dimensões pedagógicas.

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“…This is an environment in which educators pay attention to toddlers’ relationships and interests (Beck, 2013). Childcare educators, who are sensitive and follow toddlers’ lead, develop positive relationships with them (Recchia, 2012; Recchia and Loizou, 2002). However, more research is needed about what constitutes learning and pedagogy in the infant and toddler age group (Davis and Degotardi, 2015b; Davis, Torr and Degotardi, 2015a).…”

Section: Introductionmentioning

confidence: 99%

Developing a drama pedagogy for toddler education

Quiñones

Ridgway

Liang

2019

Journal of Early Childhood Research

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This article examines how an educator develops a drama pedagogy through the course of her dramatic interactions with three toddlers. A cultural-historical approach was used to explore the concepts of dramatic interactions and dimensions of drama pedagogy. Visual research methodology involved video observations and a reflective interview with the educator. A case example uses an everyday moment that took place in an Australian childcare centre. This is discussed to show how drama pedagogy unfolds to support toddlers’ learning and development. The case example occurs in a special space known as the neighbourhood space. A drama pedagogy has been conceptualised through three dimensions: a space that has dramatic qualities, interactions and narratives. These foster an inquiry stance in toddlers. It is argued that drama pedagogy is an intentional pedagogical approach to engage toddlers in the neighbourhood space. This article gives focus to an educator who embraces a dramatic conversation style we call dialogue commentary.

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Becoming an Infant Caregiver: Three Profiles of Personal and Professional Growth

Cited by 16 publications

References 11 publications

In and out of synch: infant childcare teachers’ adaptations to infants' developmental changes

In and out of synch: infant childcare teachers’ adaptations to infants' developmental changes

Aprendizagem Profissional No Estágio Em Creche: Representatividade E Significado Atribuído a Dimensões Da Pedagogia

Developing a drama pedagogy for toddler education

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