Supporting Educators' Emotional Work with Infants and Their Families around Transitions at the Start of the Day

Autor/inn/en	Dolby, Robyn; Friezer, Belinda; Hughes, Eilish; Page, Jools; Meade, Vickie
Titel	Supporting Educators' Emotional Work with Infants and Their Families around Transitions at the Start of the Day
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 3, S.576-589 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dolby, Robyn) ORCID (Friezer, Belinda) ORCID (Page, Jools)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2023.2235911
Schlagwörter	Professional Development; Teachers; Parents; Infants; Peer Relationship; Parent Teacher Cooperation; Teacher Student Relationship; Early Childhood Education; Child Care; Child Caregivers; Interpersonal Relationship; Psychological Needs; Psychological Patterns; Teacher Attitudes; Foreign Countries; Program Effectiveness; Language Usage; Australia + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Eltern; Infant; Toddler; Toddlers; Kleinkind; Peer-Beziehungen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Caregiver; Caregivers; Carer; Child; Children; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lehrerverhalten; Ausland; Sprachgebrauch; Australien
Abstract	This article describes the professional development program, Baby Playspace Learning (BPL), and evaluates its capacity to build close relationships between educators, parents, their infants and infant peers during the morning transitions in ECEC settings. Using a pre-post design, video recordings of 20 (10 pre and 10 post) morning transitions were collected across a 12-month period and analysed for developing closeness, by measuring the frequency of triangular interactions, educators' use of relational language and physical availability (sitting down, being still and holding infants in a curled position to relax). All measures of closeness increased significantly post-test, indicating that BPL created more opportunities for building closeness between all parties. BPL can enhance educator professionalism by showing educators how to engage in practices that help them to realise close relationships in a group setting. This gives parents, infants and infant peers the experience of belonging to a secure base culture where closeness is valued. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01