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From Birth to Three: Exploring Educators' Understandings of Agency
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Burr, Tanya; Degotardi, Sheila – Australasian Journal of Early Childhood, 2021
The "Early Years Learning Framework" promotes the need to recognise children's participation rights and for educators to be responsive to and promote child agency. This study explored how infant and toddler educators understand agency, and what role they ascribe to themselves in infants' and toddlers' realisation of agency. Research was…
Descriptors: Early Childhood Education, Teacher Attitudes, Personal Autonomy, Infants
Infant Educators' Use of Pedagogical Questioning: Relationships with the Context of Interaction and Educators' Qualifications
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Degotardi, Sheila; Torr, Jane; Han, Feifei – Early Education and Development, 2018
Research Findings: This study investigated the prevalence of pedagogical questions posed by 27 early childhood educators as they interacted with infants in each of two naturally-occurring contexts: book-focused interactions and educator mediated play. The pedagogical questions expressed by educators to infants were coded as "confirm"…
Descriptors: Questioning Techniques, Preschool Teachers, Interaction, Books
Joint Attention in Infant-Toddler Early Childhood Programs: Its Dynamics and Potential for Collaborative Learning
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Degotardi, Sheila – Contemporary Issues in Early Childhood, 2017
This article examines how joint attention episodes constitute a core feature of relational pedagogy for infants and toddlers. It draws on social interactionist approaches to language and cognitive development to propose that joint attention may afford significant current and future potential for young children's learning. However, most joint…
Descriptors: Infants, Toddlers, Early Childhood Education, Attention