Enacting caring pedagogy in the infant classroom

Shin, Minsun

doi:10.1080/03004430.2014.940929

Cited by 35 publications

(19 citation statements)

References 22 publications

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“…There is emerging evidence in this regard from the UK (Brooker 2010;Powell and Goouch 2012;Taggart 2011) and the US (Shin 2014), so it would be beneficial to compare conceptualisations of infant-toddler pedagogy given that many countries now have early childhood curricula and have begun examining educators' perspectives to varying degrees.…”

Section: Resultsmentioning

confidence: 99%

Infants and toddlers: how visible are they in the Early Years Learning Framework?

Davis

Torr

Degotardi

2015

ICEP

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Section: Resultsmentioning

confidence: 99%

Infants and toddlers: how visible are they in the Early Years Learning Framework?

Davis

Torr

Degotardi

2015

ICEP

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“…Whereas game-like activities seem to be an explicit "teaching" curriculum component, wellplanned caregiving routines, such as toileting and feeding, are also the fundamental elements of a high-quality program (Recchia & Shin, 2010). Caregiving actions during children's daily routines are crucial to effective pedagogy because "ordinary" moments of caregiving can be transformed into "extraordinary" moments of relationship formation and learning (Shin, 2015). Using a consciously considered approach, some scholars have even considered "care as curriculum," turning everyday routines into an implicit curriculum and helping children learn through care (Bussey & Hill, 2017).…”

Section: The Sime Programmentioning

confidence: 99%

Effectiveness of the SIME Program for Infants and Toddlers in Center-Based Settings

Zhang

Chan

2018

Research on Social Work Practice

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Objective: This study evaluates the effectiveness of a center-based childcare program, namely, the stimulation, interaction, motivation, and experience (SIME) program for infants and toddlers. Method: Fifty-eight children between 1 and 2 years of age and their parents and childcare workers were recruited from two childcare centers in Hong Kong and participated in the SIME program over a 1-year period. Eighty-seven children from four other childcare centers served as controls. All children were grouped by age (1- vs. 2-year-old class). Results: The SIME program had positive effects on motor, language, cognitive and social development, parenting practices, and the quality of relationships with parents and childcare workers, especially for 1-year-old children and children from the center that served mainly families with a lower socioeconomic status (SES). Conclusion: The outcomes in 1-year-old children and children from the lower SES center confirm the success of this type of center-based infant–toddler program.

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“…Moreover, higher caregiver sensitivity was found to be related to a higher number of adults in the classroom (Goelman et al, 2006). International professional recommendations for ECEC for infants under the age of 12 months include a group size of 6 and provider-child ratio of Regarding staff qualifications, caregiver formal education has been one of the most important mechanisms used to increase child care quality (Burchinal, Cryer, Clifford, & Howes, 2002;Norris, 2010;Shin, 2015) although the evidence to link more college credits to better quality is mixed (Pianta, Hamre, & Downer, 2011). Associations between a higher level of teacher formal education and global quality in ECEC have been found in some studies (e.g., NICHD Early Child Care Research Network, 1996;Phillips et al, 2000;Phillipsen et al, 1997), though not in others (e.g., Early et al, 2007;van IJzendoorn, Taveccio, Stams, Verhoeven, & Reiling, 1998).…”

Section: Structural Indicators Of Qualitymentioning

confidence: 99%

Infant child care quality in Portugal: Associations with structural characteristics

Barros

Cadima

Bryant

et al. 2016

Early Childhood Research Quarterly

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This study examines the quality of infant center care in Portugal through a multimeasure approach and investigates the associations among process quality dimensions and structural quality indicators. Ninety infant child care classrooms were observed during two full mornings with the ITERS-R, the CLASS-Infant and the CIS. Results revealed that a two-factor structure of process quality with the domains (a) Relationships and (b) Use of Space and Materials provided the best fit to the data. Of the structural indicators that were examined, teacher training showed the most robust relation to both process quality domains. In addition, classrooms with smaller groups and in centers located in non-urban areas were likely to show more sensitive relationships between teachers and infants. These findings have implications for public policy and professional development efforts on infant center care.

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Enacting caring pedagogy in the infant classroom

Cited by 35 publications

References 22 publications

Infants and toddlers: how visible are they in the Early Years Learning Framework?

Infants and toddlers: how visible are they in the Early Years Learning Framework?

Effectiveness of the SIME Program for Infants and Toddlers in Center-Based Settings

Infant child care quality in Portugal: Associations with structural characteristics

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