Abstract
Roundtable presentation
Baby Playspace Learning (BPL) is a well-established professional development program that has been shown to be effective in building close relationships between educators, parents, their infants and infant peers during the everyday morning transitions in long day care (LDC) settings. These transitions include: the morning goodbye between parent and infant, and the process of settling in, which occurs immediately after the goodbye and continues until the infant begins entering play with peers (Dolby et al.,2023). Whilst BPL enhances educator professionalism by showing educators how to engage in practices to support these transitions, it does not show educators how to support infants’ interactions in peer groups once they begin the process of entering play with peers.
In this Roundtable presentation we present proposed research that aims to extend BPL by developing a component that addresses the need for practices to help educators best support infant-peer group interactions. Six educators, 24 infants and their parents will be recruited from the infants’ rooms of three LDC centres. Educators will be invited to participate in professional development where they will receive learning about: the transitions that form part of BPL, and; new research on infant sociality and social development in groups (Friezer, 2022). After putting into practice what they have learnt, the educators’ practice is filmed by the researchers. In discussion groups the researchers will review the video footage with the educators and work collaboratively with them to learn about how educators can best support infant interactions in peer groups.
The collaborative learning from this study will inform the development of professional learning for educators. Overall change is twofold: Educators develop their capacity to support infant-peer group interactions, and infants’ social development in peer groups is enhanced.
In this Roundtable presentation the researchers are seeking reflections from an early childhood audience about what needs to be considered in preparing a grant application for the research project. The researcher’s purpose is to submit a relevant and informed grant application and build research capacity.
Dolby, R., Friezer, B., Hughes, E., Page, J. & Meade, V. (2023). Supporting educators’ emotional work with infants and their families around transitions at the start of the day. Early Years 43(3), 576-589. https://doi.org/10.1080/09575146.2023.2235911
Friezer, B. (2022). How do infants interact in groups in Long Day Care across the first two years of life? [Doctoral Thesis, Charles Sturt University]. https://researchoutput.csu.edu.au/en/publications/ how-do-infants-interact-in-groups-in-long-day-care-across-the-fir
Baby Playspace Learning (BPL) is a well-established professional development program that has been shown to be effective in building close relationships between educators, parents, their infants and infant peers during the everyday morning transitions in long day care (LDC) settings. These transitions include: the morning goodbye between parent and infant, and the process of settling in, which occurs immediately after the goodbye and continues until the infant begins entering play with peers (Dolby et al.,2023). Whilst BPL enhances educator professionalism by showing educators how to engage in practices to support these transitions, it does not show educators how to support infants’ interactions in peer groups once they begin the process of entering play with peers.
In this Roundtable presentation we present proposed research that aims to extend BPL by developing a component that addresses the need for practices to help educators best support infant-peer group interactions. Six educators, 24 infants and their parents will be recruited from the infants’ rooms of three LDC centres. Educators will be invited to participate in professional development where they will receive learning about: the transitions that form part of BPL, and; new research on infant sociality and social development in groups (Friezer, 2022). After putting into practice what they have learnt, the educators’ practice is filmed by the researchers. In discussion groups the researchers will review the video footage with the educators and work collaboratively with them to learn about how educators can best support infant interactions in peer groups.
The collaborative learning from this study will inform the development of professional learning for educators. Overall change is twofold: Educators develop their capacity to support infant-peer group interactions, and infants’ social development in peer groups is enhanced.
In this Roundtable presentation the researchers are seeking reflections from an early childhood audience about what needs to be considered in preparing a grant application for the research project. The researcher’s purpose is to submit a relevant and informed grant application and build research capacity.
Dolby, R., Friezer, B., Hughes, E., Page, J. & Meade, V. (2023). Supporting educators’ emotional work with infants and their families around transitions at the start of the day. Early Years 43(3), 576-589. https://doi.org/10.1080/09575146.2023.2235911
Friezer, B. (2022). How do infants interact in groups in Long Day Care across the first two years of life? [Doctoral Thesis, Charles Sturt University]. https://researchoutput.csu.edu.au/en/publications/ how-do-infants-interact-in-groups-in-long-day-care-across-the-fir
Original language | English |
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Publication status | Published - 2024 |
Event | Australian Association for Research in Education - Macquarie University, Sydney, Australia Duration: 01 Dec 2024 → 05 Dec 2024 |
Conference
Conference | Australian Association for Research in Education |
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Country/Territory | Australia |
City | Sydney |
Period | 01/12/24 → 05/12/24 |