Toddlers as "the One-Caring": Co-Authoring Play Narratives and Identities of Care

Autor/inn/en	Cooper, Maria; Quiñones, Gloria
Titel	Toddlers as "the One-Caring": Co-Authoring Play Narratives and Identities of Care
Quelle	In: Early Child Development and Care, 192 (2022) 6, S.964-979 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooper, Maria) ORCID (Quiñones, Gloria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1826465
Schlagwörter	Toddlers; Play; Teacher Student Relationship; Caring; Video Technology; Cross Cultural Studies; Foreign Countries; Self Concept; Infants; Learning Theories; Toys; Vignettes; Preschool Teachers; Early Childhood Education; Australia; New Zealand + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Spiel; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Cultural comparison; Kulturvergleich; Ausland; Selbstkonzept; Toddlers; Learning theory; Lerntheorie; Toy; Spielzeug; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Australien; Neuseeland
Abstract	An expansive view of care is vital to understanding children's sense-making of their care experiences in early childhood education. Yet, scant literature explores how toddlers enact and express understandings of care in their play with objects and others. This article identifies play situations where toddlers enact and express understandings, and co-author narratives, of care with teachers. Discussion focuses on video data from two studies that investigated infants', toddlers' and teachers' pedagogical relationships in New Zealand and Australian settings. Cultural-historical and co-authoring concepts supported analysis of toddlers' object-centred play and caring actions. Findings show that toddlers engage teachers in co-creating caring actions while enacting and expressing care with dolls. We argue that this collaborative, object-centred play enables toddlers to co-author meanings of, and identity as, "the one-caring." Implications emphasize teachers' intentional role and joint-play actions in supporting toddlers' initiatives to co-author care play narratives and their identity as "the one-caring." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01