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Cooper, Maria; Quiñones, Gloria – Early Child Development and Care, 2022
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…
Descriptors: Toddlers, Play, Teacher Student Relationship, Caring
Davis, Belinda; Dunn, Rosemary – Early Child Development and Care, 2018
In Birth-2 early childhood education and care (ECEC) settings, where evidence-based practices are still emerging, tensions exist about what it means to be an infant educator. While it is widely accepted that infants require responsive, supportive and care, relationships between educators and infants in early childhood settings necessarily involve…
Descriptors: Early Childhood Education, Preschool Teachers, Infants, Toddlers
Alcock, Sophie Jane – Early Child Development and Care, 2017
Ethnographic methods are used to investigate infant--toddlers relationships in an early childhood setting. The metaphorical and emotionally based concepts of holding [Winnicott, D. W. (1960). "The theory of the parent-infant relationship." "International Journal of Psychoanalysis," 41, 585-595.] and container: contained [Bion,…
Descriptors: Play, Interpersonal Relationship, Ethnography, Infants
Bussey, Katherine; Hill, Diti – Early Child Development and Care, 2017
This article investigates the approach of care as curriculum and teachers' perceptions of this notion. It is a descriptive account of the interviews of four Aotearoa New Zealand-based infant and toddler teachers' perceptions of care as curriculum. Care as curriculum is a pedagogical approach that was brought to the research process. This was an…
Descriptors: Teacher Attitudes, Investigations, Definitions, Interviews
Rockel, Jean – Early Child Development and Care, 2014
This paper critically examines current concerns regarding professional issues in labour force development for teachers with children up to two years of age (UtoT). The concerns in New Zealand (NZ) relate to whether initial teacher-education (ITE) qualifications prepare teachers to work with children UtoT, involving synergy between ITE and the…
Descriptors: Foreign Countries, Preschool Teachers, Preservice Teacher Education, Infants