Infants Draw on "Emotional Capital" in Early Childhood Education Contexts: A New Paradigm

Autor/inn/en	Salamon, Andi; Sumsion, Jennifer; Harrison, Linda
Titel	Infants Draw on "Emotional Capital" in Early Childhood Education Contexts: A New Paradigm
Quelle	In: Contemporary Issues in Early Childhood, 18 (2017) 4, S.362-374 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949117742771
Schlagwörter	Infants; Early Childhood Education; Interpersonal Communication; Emotional Development; Emotional Response; Teacher Student Relationship; Child Care Centers; Video Technology; Photography; Observation; Teacher Attitudes; Developmental Psychology; Foreign Countries; Nonverbal Communication; Australia + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interpersonale Kommunikation; Gefühlsbildung; Emotionales Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Fotografie; Beobachtung; Lehrerverhalten; Entwicklungspsychologie; Ausland; Non-verbal communication; Nonverbale Kommunikation; Australien
Abstract	Research about infants' capacity to communicate using cries, smiles and sophisticated emotional strategies to connect with adults in their lives has predominantly emerged from the field of developmental psychology, with relatively limited attention to how babies enact such communicative practices with key adults in naturalistic settings. This article examines the emotional communicative practices infants use with educators in early childhood education and care contexts. Drawing on data from a study about educators' conceptions of infants' capabilities, the article frames babies' intentional use of emotionally evocative communication as "emotional capital". Transcripts of digital videos, pictures and written observations are used to illustrate how infants actively draw on reserves of emotional capital to guide the course of their relationship with educators, affording a view into how these efforts to communicate emotional messages are understood and met by their educators. Drawing on the theory of practice architectures, implications for the relationships that develop between infants and their primary carers/educators are discussed. Concluding thoughts acknowledge infants' agency and active contribution to the dynamics within those relationships. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01