High-Quality Interactions with Infants: Relationships with Early-Childhood Practitioners' Interpretations and Qualification Levels in Play and Routine Contexts

Autor/in	Degotardi, Sheila
Titel	High-Quality Interactions with Infants: Relationships with Early-Childhood Practitioners' Interpretations and Qualification Levels in Play and Routine Contexts
Quelle	In: International Journal of Early Years Education, 18 (2010) 1, S.27-41 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
Schlagwörter	Play; Preschool Teachers; Infants; Child Care; Caregiver Child Relationship; Child Caregivers; Stimulation; Video Technology; Educational Quality; Qualifications + Suchen Sie Ihr Suchwort? Spiel; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Infant; Toddler; Toddlers; Kleinkind; Kinderfürsorge; Kinderbetreuung; Caregiver; Caregivers; Carer; Child; Children; Quality of education; Bildungsqualität; Qualifikation; Qualifikationsstufe
Abstract	This study investigated factors related to the quality of early-childhood practitioners' interactions with infants in play and routine contexts. Participants were 24 practitioners working with 9-20-month-old infants in long day-care infant programmes. Video-recordings of their interactions with a nominated infant during play and in routine contexts were rated for levels of sensitivity and stimulation. Practitioners were asked to interpret extracts of this video footage and these interpretations were rated according to the complexity of the interpretive narrative. Results indicated relationships between practitioner qualification, their levels of interpretive complexity and the quality of their interactions. The quality of play interactions was significantly higher than that of routine interaction. The implications of these findings in relation to the provision of high-quality infant day-care programmes are discussed. (Contains 4 tables and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10