Abstract
ABSTRACTThrough an examination of the reflective comments of 42 pre-service Early Childhood Education Teachers (PS-ECETs), this study describes how an infancy course within an Early Childhood Education program used four different ways of organizing learning to unravel details of infant pedagogy, focusing on the role of the teacher. It is vital to theorize the pedagogy of infants and unfold appropriate and educative ways of working with babies. Findings suggest that the PS-ECETs describe their roles and the goals they set for the infants, differently based on the way of organizing learning (routines, structured play, quiet time observation, and purposeful playful intervention). The level of teacher involvement changes according to the way of organising learning, being more active during structured play and less active during quiet time observation. The outcomes of this study provide important implications for practice within infant classrooms supporting future infant teachers and suggestions for ECE teacher education.
Sign-in/Register to access full text options 
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 callMore From: European Early Childhood Education Research Journal
Disclaimer: 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.
