Making the Personal Visible: Emotion in the Nursery

Autor/inn/en	Davis, Belinda; Dunn, Rosemary
Titel	Making the Personal Visible: Emotion in the Nursery
Quelle	In: Early Child Development and Care, 188 (2018) 7, S.905-923 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dunn, Rosemary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1439487
Schlagwörter	Early Childhood Education; Preschool Teachers; Infants; Toddlers; Interviews; Teacher Role; Curriculum; Foreign Countries; Emotional Response; Documentation; Content Analysis; Teacher Student Relationship; Parent Teacher Cooperation; Australia; United Kingdom (England); New Zealand + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Infant; Toddler; Toddlers; Kleinkind; Infants; Interviewing; Interviewtechnik; Lehrerrolle; Curricula; Lehrplan; Rahmenplan; Ausland; Emotionales Verhalten; Dokumentation; Inhaltsanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Australien; Neuseeland
Abstract	In Birth-2 early childhood education and care (ECEC) settings, where evidence-based practices are still emerging, tensions exist about what it means to be an infant educator. While it is widely accepted that infants require responsive, supportive and care, relationships between educators and infants in early childhood settings necessarily involve emotion and the connections those emotions create profoundly affect children's lives. Interviews with infant educators, analysed thematically, highlight the ways in which emotional relationships with infants become an important part of the educators' role. This aspect of infant-educators work, which is subject to competing discourses about the educator-child relationship, is not widely recognized or understood. The findings of this study indicate that the emotional aspects of educator-infant relationships are not foregrounded in early childhood curriculum documents from Australia, England and New Zealand. This lack of foregrounding suggests that emotional relationships, and thus infants' emotional experiences of ECEC, should be reconceptualized to recognize the nature and complexity of pedagogical work with infants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01