Abstract
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, argues for identification of transitory moments as turning points for learning. Through examining transitory moments in screen- capture snapshots from video, researchers illustrate the actual worlds of infant/toddler play where personal and collective meaning, and affect and resolution, are created and located. Our study of infant/toddler relationships in play reveals several transitory moments reflecting imaginative thought in action: agentic imagination. A case example from Long Day Care brings visual narrative together with a dialogue commentary to provide meaning of the playful circumstances in which babies’ and toddlers’ “affective incentives” (Vygotsky, this issue, p. 9) are realised and resolved in imaginary situations. This paper addresses a gap existing in pedagogical awareness of what transitory moments in play can mean for infant/toddler learning and development in early childhood education.International Research in Early Childhood Education, vol. 7, no. 2, pp. 91–110
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
