Supporting educators’ emotional work with infants and their families around transitions at the start of the day

Robyn Dolby, Belinda Friezer, Eilish Hughes, Jools Page, Vickie Meade

Research output: Contribution to journalArticlepeer-review

Abstract

This article describes the professional development program, Baby Playspace Learning (BPL), and evaluates its capacity to build close relationships between educators, parents, their infants and infant peers during the morning transitions in ECEC settings. Using a pre-post design, video recordings of 20 (10 pre and 10 post) morning transitions were collected across a 12-month period and analysed for developing closeness, by measuring the frequency of triangular interactions, educators’ use of relational language and physical availability (sitting down, being still and holding infants in a curled position to relax). All measures of closeness increased significantly post-test, indicating that BPL created more opportunities for building closeness between all parties. BPL can enhance educator professionalism by showing educators how to engage in practices that help them to realise close relationships in a group setting. This gives parents, infants and infant peers the experience of belonging to a secure base culture where closeness is valued.

Original languageEnglish
Pages (from-to)576-589
Number of pages14
JournalEarly Years
Volume43
Issue number3
Early online date21 Jul 2023
DOIs
Publication statusPublished - 2023

Fingerprint

Dive into the research topics of 'Supporting educators’ emotional work with infants and their families around transitions at the start of the day'. Together they form a unique fingerprint.

Cite this