Opportunities knock: Mediation of peer-relations during meal-time in toddler groups

Abstract

According to socio-cultural perspectives, adults are seen as mediators of cultural believes, values and practices. Qualitative analyses of teachers’ mediation of peer relations based on video-recordings in 9 toddler-groups indicate that meal-time represents opportunities for teachers to facilitate togetherness and peer-relations between toddlers. The teachers might facilitate sharing, passing food, routinized practices such as singing, and conversations. The results indicate variations between child- and group-oriented approaches, and accomplishing meals in an effective way. The child- and group-oriented approaches are marked by encouragement of toddlers’ initiatives and teachers supporting peer-interactions. Raising teachers’ consciousness about their contributions to children’s development of peer-relations and togetherness in group settings might contribute to enhance reflected practices in working with toddlers in groups.

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

“…The sparse interactions in these groups generally consisted of regulating. These results accorded with several studies on interactions during meals (Hallam et al, 2016;Johansson & Berthelsen, 2014;Klette et al, 2016;Os, 2013;Os & Bjørnestad, in progress). In the high-profile caregivers' groups, the interactions seemed to make use of the potential embedded in meals and included rich, polyadic conversations with various themes (cf.…”

“…Making the most of these opportunities and potentials is challenging (Hallam, Fouts, Bargreen, & Perkins, 2016;Klette, Drugli, & Aandahl, 2016;Os, 2013;Os & Bjørnestad, in progress). Johansson and Berthelsen (2014) found that intersubjectivity between toddlers and teachers during meals is rare.…”

“…Sensitivity and verbal communication are at moderate levels, while support for peer relations and development are at inadequate levels. Interactional quality during meals seems to differ across groups and caregivers (Bae, 2009;Emilson & Folkesson, 2006;Os, 2013;Os & Bjørnestad, in progress).…”

“…Degotardi (2017), however, proposed a model for collaborative learning processes in infant and toddler care based on joint attention taking into account childcare as a group setting rather than merely a gathering of individual children. Group-related approaches might contribute to individual toddlers' wellbeing, learning, peer relations, feelings of security, and togetherness in groups (Os, 2013;Os & Eide, 2013;Winger & Os, 2010). Degotardi's (2017) model, therefore, is applied in this study and will be presented later.…”

“…Conversations during meals are recognised as an opportunity space for developing language (Grøver Aukrust & Snow, 1998;Snow & Beals, 2006), and peer talk presents a double opportunity space (Blum-Kulka, Huck-Taglicht, & Avni, 2004;Ehrlich & Blum-Kulka, 2010). In addition to language practice, participating in peer talk gives opportunities for togetherness among peers while creating, sharing and negotiating meanings (Johansson & Berthelsen, 2014;Os, 2013;Ødegaard, 2006).…”