Teacher–Child Interactions During Mealtimes: Observations of Toddlers in High Subsidy Child Care Settings

Hallam, Rena A.; Fouts, Hillary N.; Bargreen, Kaitlin N.; Perkins, Kelley J.

doi:10.1007/s10643-014-0678-x

Cited by 33 publications

(20 citation statements)

References 14 publications

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“…In the groups with high-profile caregivers, both the children and caregivers showed high degrees of engagement. In these groups, the meals became lively after the early, intensive serving and did not fit the description of meals as non-conversational (Hallam et al, 2016). Several episodes can be characterised as fluid or stable joint attention.…”

Section: Differences In Joint Attention Between High-and Low-profile mentioning

confidence: 94%

“…In contrast, the meals in the groups with low-profile caregivers were quiet, as described by Hallam et al (2016). The caregivers rarely involved themselves in joint attention interactions even when the children explicitly invited them.…”

Section: Differences In Joint Attention Between High-and Low-profile mentioning

confidence: 98%

“…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.…”

Section: Meals In Toddler Groupsmentioning

confidence: 99%

“…Johansson and Berthelsen (2014) found that intersubjectivity between toddlers and teachers during meals is rare. Mealtimes in toddler groups are described as quiet and non-conversational (Hallam et al, 2016). The interactions that occur are primarily directed at fostering compliance and obedience to rules (Hallam et al, 2016;Johansson & Berthelsen, 2014).…”

Section: Meals In Toddler Groupsmentioning

confidence: 99%

“…In the low-profile caregivers' classrooms, the interactions mostly focused on rules and regulation of the children, which Hallam et al (2016) found that dominated interactions during meals in toddler rooms. In the current study, some regulations were brief, telling the children that they should sit down, eat the food or crust of bread provided and not play with the utensils.…”

Section: Figure 1: Chain Of a Conversation Imentioning

confidence: 99%

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

Os¹

2019

nbf

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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: Differences In Joint Attention Between High-and Low-profile mentioning

confidence: 94%

Section: Differences In Joint Attention Between High-and Low-profile mentioning

confidence: 98%

Section: Meals In Toddler Groupsmentioning

confidence: 99%

Section: Meals In Toddler Groupsmentioning

confidence: 99%

Section: Figure 1: Chain Of a Conversation Imentioning

confidence: 99%

See 3 more Smart Citations

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

Os¹

2019

nbf

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Caregiver–infant and toddler interactions during diapering: Caregiver responsiveness and child well‐being and involvement

Laurin

Guss

Horm

2021

Infant Mental Health Journal

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The findings of this empirical research provide new information about the importance of caregiver interactions during care routines, specifically diaper changing, in supporting infant and toddler involvement and well‐being. This correlational study involved observations of 144 separate diapering cycles by 31 caregivers with 74 infants and toddlers in 30 infant and toddler classrooms in a U.S. Midwest city. Based on these observations, caregiver responsiveness was found to be significantly related to both child involvement and child well‐being. Another feature of caregivers’ behavior, caregiver encouragement, was significantly associated with child well‐being, but not child involvement. The study results suggest that caregivers’ behaviors, specifically responsiveness and encouragement, during diapering are vital proximal processes in the moment‐to‐moment interactions between a caregiver and child. Thus, responsiveness and encouragement in care routines should be emphasized in infant care settings and be a focus for caregiver professional development, including pre‐ and in‐service training. Although training related to diapering is often restricted to health concerns, the findings suggest that specific caregiver–child interactions during this care routine may support or hinder children's well‐being and involvement in the moment. Caregiver responsiveness to children's cues in this context may enhance children's opportunities to practice involvement in bidirectional relationships and support children's well‐being.

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Affective Relationships in Flow of Time and Space

Quiñones

Ridgway

2021

Affective Early Childhood Pedagogy for Infant-Toddlers

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Teacher–Child Interactions During Mealtimes: Observations of Toddlers in High Subsidy Child Care Settings

Cited by 33 publications

References 14 publications

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

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

Caregiver–infant and toddler interactions during diapering: Caregiver responsiveness and child well‐being and involvement

Affective Relationships in Flow of Time and Space

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