Mind-Mindedness in Infant Child-Care: Associations with Early Childhood Practitioner Sensitivity and Stimulation

Autor/inn/en	Degotardi, Sheila; Sweller, Naomi
Titel	Mind-Mindedness in Infant Child-Care: Associations with Early Childhood Practitioner Sensitivity and Stimulation
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 2, S.253-265 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.09.002
Schlagwörter	Stimulation; Play; Preschool Children; Infants; Child Care Centers; Caregiver Child Relationship; Correlation; Cognitive Processes; Incidence; Coding; Teacher Qualifications + Suchen Sie Ihr Suchwort? Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Toddler; Toddlers; Kleinkind; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Korrelation; Cognitive process; Kognitiver Prozess; Vorkommen; Codierung; Programmierung; Lehrqualifikation
Abstract	The significance of mind-mindedness, or the tendency of adults to ascribe mental states and processes when describing and interpreting children's behavior, is well established in home contexts. The purpose of this study was to explore the prevalence and pedagogical implications of the mind-mindedness of 24 early childhood practitioners working with 9-20-month-old infants in infant child-care programs. Two indices of mind-mindedness, mind-minded descriptions and mind-minded talk, were obtained from practitioners' narrated interpretations of infant play and their talk to a nominated infant during a 12-min free-play session. The quality of practitioners' interaction during this free-play session was coded for their levels of sensitivity and stimulation. Results revealed significant relationships between the two indices of mind-mindedness, suggesting a degree of commonality between the operationalizations. After controlling for the significant effect of practitioner qualification, both indices of mind-mindedness were significantly related to practitioner sensitivity and stimulation levels. The results extend current understandings of mind-mindedness to out-of-home contexts and have implications for the provision of developmentally supportive experiences for infants in child-care settings. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10