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ERIC Number: EJ1164474
Record Type: Journal
Publication Date: 2017-Dec
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1463-9491
Implicating Teachers in Infant-Peer Relationships: Teacher Answerability through Alteric Acts
Redder, Bridgette; White, E. Jayne
Contemporary Issues in Early Childhood, v18 n4 p422-433 Dec 2017
While academic attention is now being paid to infant-peer relationships in early childhood education and care settings and the role of teachers in these interactions, research is inclined to emphasise the importance of shared understanding as a feature in infant-peer relationships. As such, little research attention has been given to the alteric potential of the teacher when she or he engages in infant-peer relationships. This article draws on a dialogic analysis of infants in a New Zealand early childhood education and care setting to argue that infant relationships with their peers can be radically altered by the presence and participation of teachers. The results highlight the pivotal role of the teacher as a connecting figure within and between infant-peer experiences--one that has the potential to significantly impact on the nature of relationships between infants and peers. The study highlights the alteric potential for teachers within infant-peer dialogues, and the significance of these engagements accordingly, and concludes by suggesting that teachers are fully implicated in infant-peer relationships, since the dialogic space posits that there is no alibi!
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A