Early Childhood Educators' Conceptions of Infants' Capabilities: The Nexus between Beliefs and Practice

Autor/inn/en	Salamon, Andi; Harrison, Linda
Titel	Early Childhood Educators' Conceptions of Infants' Capabilities: The Nexus between Beliefs and Practice
Quelle	In: Early Years: An International Journal of Research and Development, 35 (2015) 3, S.273-288 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2015.1042961
Schlagwörter	Infants; Early Childhood Education; Teacher Attitudes; Preschool Teachers; Child Development; Observation; Childrens Rights; Theory Practice Relationship; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kindesentwicklung; Beobachtung; 'Children''s rights'; Kindesrecht; Theorie-Praxis-Beziehung; Ausland; Australien
Abstract	The conceptions early childhood educators (ECEs) hold about infants can guide their pedagogical practices in ways that can enable and constrain infants' experiences. Literature regarding infants' development and the role of adults in infant learning theoretically positions infants as both being capable of independent learning, and needing adult intervention and involvement. However, there is a paucity of research about ECEs' understandings of infants' capabilities, and how these conceptions influence their practices with babies. Using the theory of practice architectures as a methodological and analytical framework, this study collaboratively examines the ways educators' conceptions are influenced by cultural-discursive arrangements of the site, and identifies the ensuing practices. The findings show that educators held conceptions of infants as more capable of independently directing their own physical and cognitive learning, and as more dependent on educators for emotional and social learning. Considering infants as both more and less capable is discussed, and implications of how the practices might enable and constrain infants' learning are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01