Observing Infants’ and Toddlers’ Relationships and Interactions in Group Care

Elicker, James; Ruprecht, Karen; Anderson, Treshawn

doi:10.1007/978-94-017-8838-0_10

Cited by 13 publications

(2 citation statements)

References 20 publications

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“…The CIP scales are regarded as a valid, trusted measurement of ECEC interactional quality (Elicker, Ruprecht, & Anderson, 2014;OECD, 2015). The scales are based on developmental theory, attachment theory and research finding that caregivers' interactions contribute to children's wellbeing, development and learning (Helmerhorst et al, 2014).…”

Section: Methodsmentioning

confidence: 99%

Engaging toddlers in interactions during meals: group-related joint attention

Os¹

2019

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Knowledge on how caregivers engage and interact with groups of toddlers in childcare settings is limited. Practice in toddler care is often based on individual approaches even though childcare is a group setting. This study focused on how caregivers created joint attention with toddlers in 12 groups during mealtimes. The results showed that some caregivers took the lead and engaged their groups in sustained joint attention episodes. The children in these groups seemed to be engaged in interactions that involved multiple children and had a rich variety of content. Other caregivers seemed unengaged, and their groups had few, brief interactions that mostly did not meet the criteria for joint attention. In these groups, the interactions largely consisted of rules and regulations. Keywords: Caregiver-toddler interactions, group-related joint attention, mealtimes, toddler childcare

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Section: Methodsmentioning

confidence: 99%

Engaging toddlers in interactions during meals: group-related joint attention

Os¹

2019

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“…Research shows that low staff-to-child ratios can lead to high levels of stress and burnout among childhood educators (Leibowitz et al, 2019). Inadequate physical space and limited resources can make it challenging to offer high-quality care and education, leading to frustration and reduced motivation (Elicker & McMullen, 2021).…”

Section: Workplace Conditionsmentioning

confidence: 99%

Enhancing Professional Motivation in the Early Childhood Teacher Education: Unraveling Issues and Challenges

Rafiq

Kamran

Afzal

2023

JSSD

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This qualitative study explores the issues and challenges faced by childhood early teachers in Punjab, Pakistan, in relation to their professional motivation and early childhood teacher education. Phenomenological research design was employed to explore subjective experiences of early childhood teachers in relation to the research problem. A purposive sample of early childhood teachers who have experience teaching in early childhood education setting in Punjab, Pakistan was selected for the study. Semi-structured interviews were used as the primary method of data collection. A qualitative content analysis was employed to identify the themes and patterns within the data through NVIVO 14 software. The study found that early childhood teachers in Punjab, Pakistan face a range of challenges that impact their professional motivation, including inadequate training and professional development opportunities, low salaries, and a lack of recognition and support from the parents and the wider community. The study highlights the need for policy makers in Punjab, to address challenges faced by teachers and to provide them necessary support & resources to enable them to provide high-quality early childhood education.

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Educator’s Generation of Affective Pedagogical Practices

Quiñones

Ridgway

2021

Affective Early Childhood Pedagogy for Infant-Toddlers

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Observing Infants’ and Toddlers’ Relationships and Interactions in Group Care

Cited by 13 publications

References 20 publications

Engaging toddlers in interactions during meals: group-related joint attention

Engaging toddlers in interactions during meals: group-related joint attention

Enhancing Professional Motivation in the Early Childhood Teacher Education: Unraveling Issues and Challenges

Educator’s Generation of Affective Pedagogical Practices

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