Abstract
Knowledge on how caregivers engage and interact with groups of toddlers in childcare settings is limited. Practice in toddler care is often based on individual approaches even though childcare is a group setting. This study focused on how caregivers created joint attention with toddlers in 12 groups during mealtimes. The results showed that some caregivers took the lead and engaged their groups in sustained joint attention episodes. The children in these groups seemed to be engaged in interactions that involved multiple children and had a rich variety of content. Other caregivers seemed unengaged, and their groups had few, brief interactions that mostly did not meet the criteria for joint attention. In these groups, the interactions largely consisted of rules and regulations.
 Keywords: Caregiver-toddler interactions, group-related joint attention, mealtimes, toddler childcare
Highlights
Caregivers’ interactions with children are core aspects of quality in early childhood education and care (ECEC) (Bjørnestad et al, 2012; Dalli et al, 2011; Helmerhorst et al, 2014; Helmerhorst, RiksenWalraven, Deynoot-Schaub, & Fukkink, 2015; La Paro, Williamson, & Hatfield, 2014)
A possible explanation is that toddler childcare emphasises individual approaches based on knowledge about interactional processes in home settings (Ahnert, Pinquart, & Lamb, 2006; De Schipper, Tavecchio, & Van Ijzendoorn, 2008; Helmerhorst et al, 2014)
Degotardi (2017), proposed a model for collaborative learning processes in infant and toddler care based on joint attention taking into account childcare as a group setting rather than merely a gathering of individual children
Summary
Caregivers’ interactions with children are core aspects of quality in early childhood education and care (ECEC) (Bjørnestad et al, 2012; Dalli et al, 2011; Helmerhorst et al, 2014; Helmerhorst, RiksenWalraven, Deynoot-Schaub, & Fukkink, 2015; La Paro, Williamson, & Hatfield, 2014). Interactions are regarded as especially vital for toddlers’ (children 12–36 months old) well-being, development, learning and feelings of security, but research has found that interactional quality is poorer in classrooms for toddlers than older children (Bjørnestad et al, 2012; Dalli et al, 2011; Helmerhorst et al, 2015; La Paro et al, 2014). A possible explanation is that toddler childcare emphasises individual approaches based on knowledge about interactional processes in home settings (Ahnert, Pinquart, & Lamb, 2006; De Schipper, Tavecchio, & Van Ijzendoorn, 2008; Helmerhorst et al, 2014). Degotardi (2017), proposed a model for collaborative learning processes in infant and toddler care based on joint attention taking into account childcare as a group setting rather than merely a gathering of individual children. Group-related approaches might contribute to individual toddlers’ wellbeing, learning, peer relations, feelings of security, and togetherness in groups (Os, 2013; Os & Eide, 2013; Winger & Os, 2010). Degotardi’s (2017) model, is applied in this study and will be presented later
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