Educators’ understandings of, and support for, infant peer relationships in early childhood settings

Belinda Davis*, Sheila Degotardi

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    8 Citations (Scopus)

    Abstract

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

    Original languageEnglish
    Pages (from-to)64-78
    Number of pages15
    JournalJournal of Early Childhood Research
    Volume13
    Issue number1
    DOIs
    Publication statusPublished - 19 Feb 2015

    Keywords

    • child care
    • early childhood education
    • early childhood pedagogy
    • educator perspectives
    • infants
    • peer relationships

    Fingerprint

    Dive into the research topics of 'Educators’ understandings of, and support for, infant peer relationships in early childhood settings'. Together they form a unique fingerprint.

    Cite this