Daily Welcoming in Childcare Centre as a Microtransition: An Exploratory Study

Autor/inn/en	Venturelli, Elena; Cigala, Ada
Titel	Daily Welcoming in Childcare Centre as a Microtransition: An Exploratory Study
Quelle	In: Early Child Development and Care, 186 (2016) 4, S.562-577 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2015.1044987
Schlagwörter	Child Care; Child Care Centers; Educational Environment; Interaction; Young Children; Child Development; Parents; Caregivers; Observation; Video Technology; Parent Child Relationship; Caregiver Child Relationship; Foreign Countries; Qualitative Research; Italy + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Child care facilities; Child care services; Kinderzentrum; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interaktion; Frühe Kindheit; Kindesentwicklung; Eltern; Caregiver; Carer; Betreuungsperson; Pfleger; Beobachtung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; Qualitative Forschung; Italien
Abstract	This study focuses on the everyday morning microtransition in childcare centres that involves child-parent separation. This moment involves the contemporary presence of the child, caregiver and parent in the day-care centre. This coexistence is considered extremely relevant and full of important meanings for the interactive patterns they will build together and for the children's development. In order to explore this topic, 4 children (mean age 26 months), their parents and 3 caregivers were observed in a day-care centre for 3 months, for a total of 20 video-observations. Using a triadic perspective and microanalytic analysis method, the observations were analysed through the application of the triadic interaction analytical procedure. The results showed different interactive sequence processes to the microtransition from the parent-child interaction to the child-caregiver interaction. However, various types of interactive patterns emerged in relation to the child-parent-caregiver interaction, which show the active role of all the members in the co-construction of the interactive dynamic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01