Understanding infants: characteristics of early childhood practitioners' interpretations of infants and their behaviours

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    This research explored the nature of early childhood practitioners' interpretations of infants in their programs on the basis that such interpretations guide practitioner–infant interactions and curriculum decision‐making processes. Twenty‐four infant practitioners were asked to describe a nominated infant in their program and to interpret video extracts of that infant's behaviour in the contexts of toy play and a nappy‐change routine. Constant comparison techniques were employed to develop a model representing the theoretical properties of the ideas and explanations contained within their interpretive statements, and to identify main areas of individual or contextual variation. The findings extend current understandings of the psychological context of early childhood infant programs and provide a foundation for future investigations of the implications of infant practitioner interpretations for their professional teaching and caregiving practices.
    LanguageEnglish
    Pages221-234
    Number of pages14
    JournalEarly years : an international journal of research and development
    Volume28
    Issue number3
    DOIs
    Publication statusPublished - 2008

    Fingerprint

    infant
    childhood
    interpretation
    toy
    decision making process
    caregiving
    video
    curriculum
    Teaching
    interaction

    Keywords

    • infants
    • early childhood teachers
    • observations
    • infant day‐care
    • teachers' beliefs
    • folk psychology

    Cite this

    @article{9d15f0d4a4da4fd0822af5092a5d3a5c,
    title = "Understanding infants: characteristics of early childhood practitioners' interpretations of infants and their behaviours",
    abstract = "This research explored the nature of early childhood practitioners' interpretations of infants in their programs on the basis that such interpretations guide practitioner–infant interactions and curriculum decision‐making processes. Twenty‐four infant practitioners were asked to describe a nominated infant in their program and to interpret video extracts of that infant's behaviour in the contexts of toy play and a nappy‐change routine. Constant comparison techniques were employed to develop a model representing the theoretical properties of the ideas and explanations contained within their interpretive statements, and to identify main areas of individual or contextual variation. The findings extend current understandings of the psychological context of early childhood infant programs and provide a foundation for future investigations of the implications of infant practitioner interpretations for their professional teaching and caregiving practices.",
    keywords = "infants, early childhood teachers, observations, infant day‐care, teachers' beliefs, folk psychology",
    author = "Sheila Degotardi and Belinda Davis",
    year = "2008",
    doi = "10.1080/09575140802393686",
    language = "English",
    volume = "28",
    pages = "221--234",
    journal = "Early years : an international journal of research and development",
    issn = "0957-5146",
    publisher = "Routledge, Taylor and Francis Group",
    number = "3",

    }

    TY - JOUR

    T1 - Understanding infants

    T2 - Early years : an international journal of research and development

    AU - Degotardi, Sheila

    AU - Davis, Belinda

    PY - 2008

    Y1 - 2008

    N2 - This research explored the nature of early childhood practitioners' interpretations of infants in their programs on the basis that such interpretations guide practitioner–infant interactions and curriculum decision‐making processes. Twenty‐four infant practitioners were asked to describe a nominated infant in their program and to interpret video extracts of that infant's behaviour in the contexts of toy play and a nappy‐change routine. Constant comparison techniques were employed to develop a model representing the theoretical properties of the ideas and explanations contained within their interpretive statements, and to identify main areas of individual or contextual variation. The findings extend current understandings of the psychological context of early childhood infant programs and provide a foundation for future investigations of the implications of infant practitioner interpretations for their professional teaching and caregiving practices.

    AB - This research explored the nature of early childhood practitioners' interpretations of infants in their programs on the basis that such interpretations guide practitioner–infant interactions and curriculum decision‐making processes. Twenty‐four infant practitioners were asked to describe a nominated infant in their program and to interpret video extracts of that infant's behaviour in the contexts of toy play and a nappy‐change routine. Constant comparison techniques were employed to develop a model representing the theoretical properties of the ideas and explanations contained within their interpretive statements, and to identify main areas of individual or contextual variation. The findings extend current understandings of the psychological context of early childhood infant programs and provide a foundation for future investigations of the implications of infant practitioner interpretations for their professional teaching and caregiving practices.

    KW - infants

    KW - early childhood teachers

    KW - observations

    KW - infant day‐care

    KW - teachers' beliefs

    KW - folk psychology

    UR - http://www.scopus.com/inward/record.url?scp=71849104252&partnerID=8YFLogxK

    U2 - 10.1080/09575140802393686

    DO - 10.1080/09575140802393686

    M3 - Article

    VL - 28

    SP - 221

    EP - 234

    JO - Early years : an international journal of research and development

    JF - Early years : an international journal of research and development

    SN - 0957-5146

    IS - 3

    ER -