Infants in group care: Their interactions with professional caregivers and parents across the second year of life

Deynoot-Schaub, M.J.J.M. Gevers; Riksen‐Walraven, J. Marianne

doi:10.1016/j.infbeh.2007.10.010

Cited by 13 publications

(5 citation statements)

References 27 publications

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“…Extracts from the video-recording were used in visits 2 to 4 during which participants were asked to view and comment on selected excerpts of these infants’ social interactions and behaviours taken on the previous visit. This video-stimulus technique has been used in previous studies on peer relationships as it provides the opportunity for educators to comment on what they see occurring within a personally relevant framework (Albers et al, 2007; Brownwell et al, 2006; Degotardi and Davis, 2008; Deynoot-Schaub and Risken-Walraven, 2008; Licht et al, 2008; Williams et al, 2007). Each participant was shown several 3-minute edited video excerpts chosen to demonstrate different ways that captured the children’s social behaviours and interactions.…”

Section: Methodsmentioning

confidence: 99%

Educators’ understandings of, and support for, infant peer relationships in early childhood settings

Davis

Degotardi

2014

Journal of Early Childhood Research

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This research adopted a qualitative methodology to investigate the reported beliefs and pedagogical practices relating to infant peer relationships held by three early childhood infant educators. Thematic analysis was used to derive commonalties and differences that reflected these educators' views and practices about children's early peer relationships. Results indicate in-depth understandings about children's capacities that did not, however, appear to be translated into their reported practice. This research has implications for planning and programming experiences designed for social interactions, along with the significant role of the early childhood educator in recognising and fostering young children's early peer relationships. Keywordschild care, early childhood education, early childhood pedagogy, educator perspectives, infants, peer relationshipsIn this article, we present the perspectives of three infant educators in regard to how they understood and facilitated the developing social capabilities and peer relationships of infants in their programmes. Children's early peer relationships are a significant predictor of later social and emotional competence and academic success in school (Campbell et al., 2000;Hanish et al., 2007;Howes et al., 1994Howes et al., , 1998Tremblay et al., 2004). Human relationships comprise multiple dimensions including reciprocity, mutuality, social interactions, similarities, expectations, preferences and cooperation which result in notions of friendships and popularity (Hartup and Abecassis, 2002). Yet Hinde (1992) explains that human relationships are formed over time as individuals engage in social exchanges with others over the course of a history of shared interactions and activity. This draws attention to the origins of peer relationships in early childhood and in particular to accounts that children's peer relationships begin in the first year of life and stem from

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Section: Methodsmentioning

confidence: 99%

Educators’ understandings of, and support for, infant peer relationships in early childhood settings

Davis

Degotardi

2014

Journal of Early Childhood Research

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“…There are inconsistent findings over the teachers’ sensitivity as a child grow older. On the one hand, teachers could more easily grasp toddlers’ signals for communication and meet their needs by responding verbally as toddlers improve their levels of language, cognition, and physical development over time ( Deynoot-Schaub and Riksen-Walraven, 2008 ). On the other hand, it is expected that older toddlers are more likely to interact with their peers than teachers from a perspective of peer scaffolding during free play ( Shin, 2009 ; Pessanha et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Toddler–teacher interaction and teachers’ sensitivity as predictors of toddler’s development during COVID-19: Stability or change over time

Seo

Song

2023

Front. Psychol.

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This study examined the stability and change patterns among toddlers’ interactions with their teachers, teachers’ sensitivity, and toddlers’ development during the COVID-19 pandemic and the three plausible paths were tested to identify which of the study variables affected the development of toddlers in subsequent periods over time. The subjects of this study were 63 toddlers and 6 head teachers who attended a subsidized child care center, located in Kyunggi province, Korea. In order to carry out the research objectives, a non-experimental survey research design was undertaken, and the qualitative data was obtained via on-site observations by trained researchers. With regard to continuity and change patterns among the study variables toddlers who had been actively involved in initiating their verbal interactions with teachers showed more verbal interactions with their teachers even after 4 months passed. Also, it was found that the early (T1) social disposition of toddlers and the behavioral interaction that toddlers had initiated with teachers revealed a significant effect, supporting each of the three models, which are simultaneous, cumulative, and complex paths. The main results of this research support the contention that the interaction patterns vary by contexts of subject, time, and history, indicating that it would be useful to understand new competencies required for teachers within the context of the multi-faceted ramifications of the pandemic on toddler development.

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“…Over the past 2 decades, research interest in young children's relationships with nonparental caregivers has grown exponentially because these relationships are central to young children's learning and development. Some researchers have even asserted that relationships are the curriculum (e.g., Deynoot‐Schaub & Riksen‐Walraven, ) because early childhood professionals use their relationships with children as a tool for the provision of optimal learning experiences (Brebner, Hammond, Schaumloffel, & Lind, ). When these relationships are healthy and emotionally supportive, they tend to result in positive developmental outcomes and operate as a protective factor for children (e.g., Ereky‐Stevens, Funder, Katschnig, Malmberg, & Datler, ; Garner & Waajid, ; Vu, Hustedt, Pinder, & Han, ).…”

Section: Relationship‐buildingmentioning

confidence: 99%

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

Garner

Parker

Prigmore

2019

Infant Mental Health Journal

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In the current study, we examined associations among early childcare workers’ emotional competence, observed responsiveness, comfort with socioemotional teaching practices, and the quality of their relationships with children in their care. The participants were 100 early childcare workers (72 center‐based Early Head Start teachers and 28 family childcare providers). Results showed that caregivers’ emotion regulation ability was positively associated with caregiver–child relational closeness. Understanding and regulation of emotion were both positively associated with childcare workers’ comfort with socioemotional teaching practices. Their observed responsiveness was positively related to relational closeness and negatively related to relational conflict. Findings are consistent with aspects of the prosocial classroom model, which asserts that educators high in emotional and social competence tend to adopt childcare practices that result in supportive relationships with children. Results provide insight into whether childcare workers’ responsiveness to young children and their perceived socioemotional teaching practices provide a pathway between emotional competence and the quality of caregiver–child relationships.

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Infants in group care: Their interactions with professional caregivers and parents across the second year of life

Cited by 13 publications

References 27 publications

Educators’ understandings of, and support for, infant peer relationships in early childhood settings

Educators’ understandings of, and support for, infant peer relationships in early childhood settings

Toddler–teacher interaction and teachers’ sensitivity as predictors of toddler’s development during COVID-19: Stability or change over time

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

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