Abstract
Paper presentation in a symposium.
In long day care (LDC) settings, infants develop the capacity for group-related sensitivity: awareness of the relationships between their peers and their capacity to influence these relationships. Whilst researchers have described some infant-peer group behaviours, critical questions remain about the process of change infants undergo when interacting with peers and how educators support and guide this process.
In this study, infants’ interactions were studied using the ‘triad’, i.e., a third infant with an infant-peer dyad. Participants were 20 infants (4-21 months), and four educators from two LDC centres in NSW. Video recordings were collected every 2-3 months across a 12-month period. After each cycle of filming, educators watched selected extracts of infant triads, and reflected on their own thinking and feelings about the infants’ behaviours and interactions, including how they might support the third infant. Interviews were analysed using a structural and thematic approach.
Results revealed: (1) a process of change over 12-months where infants move from observing to connecting with their interacting peers; (2) infant attributes that remain stable; (3) flow-on effects where other developmental areas appear to influence infants’ group sociality; (4) educators’ appreciation of the role they played in supporting infant-peer group interactions by providing emotional safety and security, and not entering these interactions in case they disrupted the group.
The collaborative learning from this study will inform the development and evaluation of professional development for educators that aims to support infants to acquire the abilities and social skills to enter, sustain and leave peer group play.
Pursi A., Lipponen L. (2020). Creating and Maintaining Play Connection in a Toddler Peer Group. In A Ridgway, G. Quiñones & L. Li (Eds.), Peer play and relationships in early childhood. International perspectives on early childhood education and development (Vol. 30, pp. 93–111). Springer. https://doi.org/10.1007/978-3-030-42331-5_7
In long day care (LDC) settings, infants develop the capacity for group-related sensitivity: awareness of the relationships between their peers and their capacity to influence these relationships. Whilst researchers have described some infant-peer group behaviours, critical questions remain about the process of change infants undergo when interacting with peers and how educators support and guide this process.
In this study, infants’ interactions were studied using the ‘triad’, i.e., a third infant with an infant-peer dyad. Participants were 20 infants (4-21 months), and four educators from two LDC centres in NSW. Video recordings were collected every 2-3 months across a 12-month period. After each cycle of filming, educators watched selected extracts of infant triads, and reflected on their own thinking and feelings about the infants’ behaviours and interactions, including how they might support the third infant. Interviews were analysed using a structural and thematic approach.
Results revealed: (1) a process of change over 12-months where infants move from observing to connecting with their interacting peers; (2) infant attributes that remain stable; (3) flow-on effects where other developmental areas appear to influence infants’ group sociality; (4) educators’ appreciation of the role they played in supporting infant-peer group interactions by providing emotional safety and security, and not entering these interactions in case they disrupted the group.
The collaborative learning from this study will inform the development and evaluation of professional development for educators that aims to support infants to acquire the abilities and social skills to enter, sustain and leave peer group play.
Pursi A., Lipponen L. (2020). Creating and Maintaining Play Connection in a Toddler Peer Group. In A Ridgway, G. Quiñones & L. Li (Eds.), Peer play and relationships in early childhood. International perspectives on early childhood education and development (Vol. 30, pp. 93–111). Springer. https://doi.org/10.1007/978-3-030-42331-5_7
| Original language | English |
|---|---|
| Publication status | Published - 2024 |
| Event | Australian Association of Research in Education (AARE) Conference 2024 - Macquarie University , Sydney, Australia Duration: 01 Dec 2024 → 05 Dec 2024 https://www.aareconference.com.au/ (Conference website) |
Conference
| Conference | Australian Association of Research in Education (AARE) Conference 2024 |
|---|---|
| Abbreviated title | Education research in a changing world |
| Country/Territory | Australia |
| City | Sydney |
| Period | 01/12/24 → 05/12/24 |
| Other | On behalf of the AARE Conference Committee, we would like to express our sincere appreciation for your participation in the AARE 2024 Conference. Your attendance contributed to the success of the event, and we hope that you found the conference informative and worthwhile. We understand the value of your time and commitment, and are truly grateful for your active involvement in the various sessions, discussions, and networking opportunities that took place throughout each day. The insights and perspectives you shared added depth to the overall conference experience. We hope that you were able to establish meaningful connections, gain valuable knowledge, and find inspiration to implement in your professional endeavours. Stay tuned for information on next year’s conference, where we will be heading to the vibrant coastal city of Newcastle! |
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