Abstract
This study investigates how caring is communicated and received in educator–child interactions in early childhood education and care (ECEC) settings. The research material is based on video observations from the NordForsk project titled ‘Values education in Nordic preschools: Basis of education for tomorrow (ValuEd)’. Approximately 230 educators and 650 children (aged 1–4 years) participated in the Norwegian part of the study. Seven groups in seven different ECEC settings were recorded. The analyses are based on Noddings’ and Logstrup’s perspectives on caring as a reciprocal relation. This theoretical framework enables consideration of caring from the ‘one-caring’ and ‘cared-for’ perspectives. The findings show that educators communicate caring via words, tone of voice, gestures, eye contact, physical closeness, and body contact and that children’s responses to the caring communicated are mainly instantiated in their body language, gestures and gaze.
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