Proximity with under two-year-olds in early childhood education: a silent pedagogical encounter

White, E 2015, 'Proximity with under two-year-olds in early childhood education: a silent pedagogical encounter', Early Child Development and Care, vol. 185, no. 11-12, pp. 1783-1800.


Document type: Journal Article
Collection: Journal Articles

Title Proximity with under two-year-olds in early childhood education: a silent pedagogical encounter
Author(s) White, E
Year 2015
Journal name Early Child Development and Care
Volume number 185
Issue number 11-12
Start page 1783
End page 1800
Total pages 18
Publisher Routledge
Abstract © 2015 Taylor & Francis. Using mixed methods to analyse the experience of a 4-month-old and a 10-month-old infant in a high-quality New Zealand education and care setting, this paper utilises dialogic methodology to foreground the importance of key teacher proximity to infant relationships with adults, peers and artefacts in a group context. Quantitative findings highlight the different types of language initiations and responses that take place for infants when their key teachers (and other teachers) are in close proximity, and when they are not. These are supported by vignettes drawn from infant, key teacher and researcher visual fields of video footage, which highlight the impact of teacher proximity for infants in intersubjective relationships that are underpinned by strong attachment. Taken together, these findings convey a silent form of pedagogy which, when considered in tandem with other forms of communication, is of extreme relevance for infant engagement in early childhood education groups.
Subject Early Childhood Education (excl. Maori)
Keyword(s) Dialogism
Infant
Pedagogy
Proximity
DOI - identifier 10.1080/03004430.2015.1028386
Copyright notice © 2015 Taylor & Francis
ISSN 0300-4430
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