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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. Keywordschild care, early childhood education, early childhood pedagogy, educator perspectives, infants, peer relationshipsIn this article, we present the perspectives of three infant educators in regard to how they understood and facilitated the developing social capabilities and peer relationships of infants in their programmes. Children's early peer relationships are a significant predictor of later social and emotional competence and academic success in school (Campbell et al., 2000;Hanish et al., 2007;Howes et al., 1994Howes et al., , 1998Tremblay et al., 2004). Human relationships comprise multiple dimensions including reciprocity, mutuality, social interactions, similarities, expectations, preferences and cooperation which result in notions of friendships and popularity (Hartup and Abecassis, 2002). Yet Hinde (1992) explains that human relationships are formed over time as individuals engage in social exchanges with others over the course of a history of shared interactions and activity. This draws attention to the origins of peer relationships in early childhood and in particular to accounts that children's peer relationships begin in the first year of life and stem from

The Organisation for Economic Cooperation and Development has shown that there is a steady growth in the numbers of infants attending early childhood services. Despite growing interest in infant learning, recognition of infant teachers as specialised professionals is limited. This research aims to explore the role of early childhood teachers working with infants in early childhood education and care settings through the following questions: (1) What are the teachers’ reported reflections about their role in working with infants? (2) How does this help shape their professional identity? Visual methodologies alongside narrative inquiry were used to capture the lived experiences of infants and their teachers in early childhood education settings. Thematic analysis was conducted within a constructivist paradigm utilising descriptive codes based on Molla and Nolan’s classes of professional functionings. Findings showed infant teachers’ pedagogical work with infants to be subtle, based on specialised understandings of individual children and this age group. The teachers were self-aware, making purposeful pedagogical decisions based on knowledge and experience. Nevertheless, communicating this work with parents, untrained staff and employers remains a challenge. Professional recognition and identity should be reconceptualised with wider recognition of the specialisation of infant teachers including changes in policy and remuneration.

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