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Liang Li – British Journal of Educational Studies, 2024
There has been a major international focus on the education and care of toddlers. To date, empirical studies on adults' interactions in play with toddlers have focussed on the proximity of teachers, teachers' affective responses, and joint attention between adults and children in play. However, less attention has been given to the role of two…
Descriptors: Mathematical Concepts, Concept Formation, Play, Teacher Collaboration
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Marilyn Fleer; Sue March; Anne Suryani – Science Education, 2024
Calls to bring more equity into science education research (McWayne and Melzi, 2023) are most notable for early childhood. We know very little about the teaching of science to infants and toddlers, yet this is where science education begins. To address the dearth in research, we undertook an in-depth intervention study in an Australian early…
Descriptors: Infants, Toddlers, Science Education, Early Childhood Education
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Little, Helen; Stapleton, Matthew – Contemporary Issues in Early Childhood, 2023
The notion of 'belonging' is a core component of many early childhood curriculum frameworks and recognises the importance of children's sociocultural context for their self-identity and well-being. Children's risk-taking in play has also been the focus of contemporary research in examining its beneficial role for children's physical, social and…
Descriptors: Toddlers, Sense of Community, Risk, Play
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Fragkiadaki, Glykeria; Fleer, Marilyn; Rai, Prabhat – Research in Science Education, 2023
A substantial number of empirical studies in the field of Early Childhood Science Education have explored science concept formation in early childhood educational settings. Most of these studies focus on the process of science concept formation during a teaching intervention or a school year period. However, less is known about how children form…
Descriptors: Foreign Countries, Infants, Toddlers, Young Children
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Cooper, Maria; Quiñones, Gloria – Early Child Development and Care, 2022
An expansive view of care is vital to understanding children's sense-making of their care experiences in early childhood education. Yet, scant literature explores how toddlers enact and express understandings of care in their play with objects and others. This article identifies play situations where toddlers enact and express understandings, and…
Descriptors: Toddlers, Play, Teacher Student Relationship, Caring
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Saltmarsh, Sue; Lee, I-Fang – Contemporary Issues in Early Childhood, 2021
Play is a central discourse in policy and practice pertaining to young children's learning, development and well-being in many countries around the world. Dominant ways of understanding and advocating for play often construct universalising notions of children and childhood, overlooking that play is always-already culturally situated and…
Descriptors: Play, Children, Child Development, Psychological Patterns
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Quinones, Gloria; Pursi, Annukka – European Early Childhood Education Research Journal, 2020
This study explores "toddling style" in adult-child interaction. Toddling style was conceptualised by Gunvor Løkken in relation to toddlers' playful and social style in peer groups; however, adults' position was rarely explored. Therefore, this article aims to examine adults' emotional and playful support in creating, maintaining and…
Descriptors: Toddlers, Video Technology, Cross Cultural Studies, Foreign Countries
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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
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Scull, Janet; Page, Jane; Lee, Wan Yi; Murray, Lisa; Gapany, Dorothy; Stewart, Samantha; Murukun, Marilyn; Scannell, Nuala; Lawrence, Rona; Dhurrkay, Jonica; Hayes, Felicity; Burarrwanga, Verity; Chynoweth, Leah; Callahan, Michelle; Goveas, Jessica Noella; Cock, Megan L.; Mentha, Susan; Eadie, Patricia; Sparling, Joseph – TESOL in Context, 2021
For many Indigenous children living in remote communities, the prerequisites to achieving strong language and learning outcomes include the maintenance of their first languages and progress in learning English as an additional language. This paper reports on data from a Linkage study conducted with families at two Families as First Teachers (FaFT)…
Descriptors: Mothers, Parents as Teachers, Indigenous Populations, Foreign Countries
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Dai, Qian; McMahon, Catherine; Lim, Ai Keow – International Journal of Behavioral Development, 2020
Evidence suggests that parental mind-mindedness is important for children's social-emotional development; however, almost all research exploring mind-mindedness has been conducted with families from Western backgrounds. The current study explored cross-cultural differences in mind-mindedness based on observed real-time interactions between urban…
Descriptors: Mothers, Cross Cultural Studies, Foreign Countries, Social Development
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Ridgway, Avis; Li, Liang; Quiñones, Gloria – International Research in Early Childhood Education, 2016
Studying relationships in infant/toddler play, using visual narrative methodology to identify transitory moments, supports our current research on babies and toddlers. We use Vygotsky's theorisation of play to understand children's affective and intellectual aspirations in play. The theoretical discussion, using cultural-historical concepts,…
Descriptors: Toddlers, Play, Imagination, Case Studies
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Sikder, Shukla – Early Child Development and Care, 2015
The social situation of development (SSD) specific to each age determines regularly the whole picture of the child's life. Therefore, we need to learn about the whole context surrounding children relevant to their development. The focus of the study is to understand parent's views on infant-toddler's science concept formation in the family…
Descriptors: Parent Attitudes, Concept Formation, Infants, Toddlers
Ebbeck, Marjory; Waniganayake, Manjula – Oxford University Press, 2017
This book demonstrates clear links between play and Australian education policy and framework documents, including the Early Years Learning Framework and National Quality Standards. It provides clear and in-depth coverage of essential theories, including good coverage of the Reggio Emilia approach and provides real life examples of professional…
Descriptors: Foreign Countries, Play, Educational Policy, Early Childhood Education
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Hudson, Sophie; Levickis, Penny; Down, Kate; Nicholls, Ruth; Wake, Melissa – International Journal of Language & Communication Disorders, 2015
Background: Maternal responsiveness has been shown to predict child language outcomes in clinical samples of children with language delay and non-representative samples of typically developing children. An effective and timely measure of maternal responsiveness for use at the population level has not yet been established. Aims: To determine…
Descriptors: Mothers, Parent Child Relationship, Language Acquisition, Language Impairments
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Hall, Suzanne; Rumney, Lisa; Holler, Judith; Kidd, Evan – First Language, 2013
The present study investigated the developmental interrelationships between play, gesture use and spoken language development in children aged 18-31 months. The children completed two tasks: (i) a structured measure of pretend (or "symbolic") play and (ii) a measure of vocabulary knowledge in which children have been shown to gesture.…
Descriptors: Correlation, Play, Language Acquisition, Nonverbal Communication
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