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ERIC Number: EJ1007874
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0885-2006
Teachers' Roles in Infants' Play and Its Changing Nature in a Dynamic Group Care Context
Jung, Jeesun
Early Childhood Research Quarterly, v28 n1 p187-198 2013
Using a qualitative research approach, this article explores teachers' roles in infants' play and its changing nature in an infant group care setting. Three infant teachers in a child care center were followed over three months. Observations, interviews, ongoing conversations, emails, and reflective notes were used as data sources. Findings revealed that the teachers took on various roles: observer, play follower/play partner, facilitator, commentator/interpreter, play supporter, play leader, play interrupter, safety/conflict manager, multiple-responder, and multiple-role taker. The nature of the teachers' roles developed and changed over time in relation to the infants' rapid growth, group dynamics, and infant-teacher relationships. This study suggests that infant teachers' practice is complex, changing, and developmental as the group care context is dynamic and multilayered. (Contains 2 tables.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A