This study investigated factors related to the quality of early‐childhood practitioners' interactions with infants in play and routine contexts. Participants were 24 practitioners working 9–20‐month‐old long day‐care infant programmes. Video‐recordings their a nominated during contexts rated for levels sensitivity stimulation. Practitioners asked interpret extracts this video footage these interpretations according complexity interpretive narrative. Results indicated relationships between...

This research adopted a qualitative methodology to investigate the reported beliefs and pedagogical practices relating infant peer relationships held by three early childhood educators. Thematic analysis was used derive commonalties differences that reflected these educators’ views about children’s relationships. Results indicate in-depth understandings capacities did not, however, appear be translated into their practice. has implications for planning programming experiences designed social...

Contemporary approaches to early childhood education widely acknowledge that young children's relationships with others play a fundamental role in their learning and development. This article explores the construct of within context infant programmes through an examination contribution applicability attachment theory current understandings nature consequences these settings. A review sociocultural relationships, infants' relationship formation, peer leads proposal practitioners, policy...

This research explored the nature of early childhood practitioners' interpretations infants in their programs on basis that such guide practitioner–infant interactions and curriculum decision‐making processes. Twenty‐four infant practitioners were asked to describe a nominated program interpret video extracts infant's behaviour contexts toy play nappy‐change routine. Constant comparison techniques employed develop model representing theoretical properties ideas explanations contained within...

THIS STUDY INVESTIGATES THE quantity and quality of infant–toddler educators' language-support practices during morning or afternoon snack-time short episodes. Infants' participation in, the their interactions with adults plays a critical role in language development. However, while mealtimes older children have been identified as providing rich opportunities for development, research suggests that infant educators may overlook pedagogical significance this context. The participants...

This article examines how joint attention episodes constitute a core feature of relational pedagogy for infants and toddlers. It draws on social interactionist approaches to language cognitive development propose that may afford significant current future potential young children’s learning. However, most research has taken place within experimental settings, so definitions do not take into account the dynamic group-based nature infant-toddler room. In this article, author presents findings...

Many bilingual infants attend early childhood education centres (ECEC) with their monolingual peers. However, recent evidence reveals that vocalise significantly less than in ECEC settings (Zheng et al. 2023) [Effects of Multilingualism on Australian Infants' Language Environments Early Childhood Education Centers. Infant Behavior and Development, 70, 101799.], suggesting educators may need to provide language tailored strategies support infants' learning. This study examines how...

Abstract This study investigated the perspectives of early childhood teachers and parents regarding importance provisions afforded by child–teacher peer relationships in centres. Participants were 200 71 children aged 0–5 years who responded to an online survey containing a series relationship function statements that rated according their perceived importance. Results demonstrate most functions as more important context than relationships, although reflecting provision friendship regarded...

This paper explores the construction of 'care' in early childhood curriculum and practice. An increasing number infants are attending formal settings Australia (Australian Bureau Statistics, 2011. Childhood education care, Australia, June (4402.0). Retrieved from http://www.abs.gov.au/ausstats/abs@.nsf/mf/4402.0); yet, relatively little research has considered how educators working with very young children able to interpret enact a new framework that does not explicitly make care practices...

Research Findings: This study investigated the prevalence of pedagogical questions posed by 27 early childhood educators as they interacted with infants in each two naturally-occurring contexts: book-focused interactions and educator mediated play. The expressed to were coded confirm (yes/no), specify (what, who, where, when) or explain (why, how) on basis that these question types present different opportunities use their developing communication skills provide information others. We sought...

This study explored the family language policy, parental beliefs, and bilingual parenting in Beijing, a typical monolingual society. Stratified random sampling was conducted to recruit 192 parents of Chinese preschoolers (ages 2.5, 3.5, 4.5, 5.5 years). They were surveyed with Home Language Environment Practices (HLEP) developed for this study. The statistical results indicated that: (1) majority Beijing families (90.1%) did not have home environment or related only 8.9% so; (2) three latent...

This study investigated the manner in which 56 infant educators used language to direct behaviour of infants (defined as children aged birth two years), on basis that ways frame their commands represent an important component young children's learning experiences. Underpinned by systemic functional linguistic theory, analysed frequency and type command produced with university, diploma certificate qualifications. Suggestive indirect convey a sense negotiation, if addressees' subjective...

This study investigated the quantity of audible and intelligible ('near clear') educator talk directly experienced by under-two-year-old infants attending early childhood education care (ECEC) programmes examined whether was related to characteristics quality in their ECEC room. Participants were 57 separate infant rooms around Sydney metropolitan area, Australia. Each observed for 3 h, wearing a small, custom-designed digital language processor (DLP) which digitally recorded generated...

BELONGING, AS A TERM and a concept, has entered popular lexicon is being extensively referred to in variety of everyday academic contexts. The word presumes shared understanding, yet despite its common usage, theoretical literature suggests that this not an accurate assumption. This research investigated what belonging meant group young children aged between three five years early care education service, the implications their understandings. core concepts people place had been identified...

Recent research indicates that museums hold great potential for children's engagement and learning. To date, most has either focused on school-aged children or young independent learning and, as a result, little investigated how museum spaces may foster enhance the interactive of families with prior-to-school-age children. The current study sought to investigate which features might promote rich conversations within such when visiting three metropolitan museums. Applying an interpretivist...

Australia's first national early childhood curriculum, the Early Years Learning Framework (Department of Education Employment and Workplace Relations [DEEWR], 2009), aims'to extend enrich children's learning from birth to five years through transition school' (p. 5). The framework sets out some key principles, practices outcomes guide educators working with children prior school age. In its introduction, states that term should be understood refer infants toddlers as well older children,...

Abstract Children's exposure to mind‐related talk has been shown foster young children's metacognitive understanding and orient them the patterns of literate language long before they commence formal literacy instruction at school. In this paper, we report on a longitudinal study 22 mothers when their infants were aged 12, 18 24 months. Results revealed broad stable individual differences in mothers' propensity use encouragement‐of‐autonomy, mental‐state modulation‐of‐certainty during free...

This study examined infant educators' beliefs about language development in the context of early childhood classrooms. Participants were 59 educators who employed to work directly with under-two-year-old children. Educators interviewed determine their understandings and Grounded Theory qualitative techniques used develop a conceptual model which illustrates perceptions relationships between contextual, personal teaching learning components classroom contexts. The provides means...

This article presents findings of a pilot project for study investigating the language preschool-aged peers, with particular attention to differences in genre that were evident dyadic play children who self-identified as being ‘very best friends’ opposed ‘just little bit’ friends. Participants three 5-year-old boys preparatory class regional Queensland, Australia. Friendship nominations derived from friendship circle activity during which nominated whether their classmates best’, ‘good’ or...