Toddlers as ‘new-comers’: the social lives of very young children during transition into an established group

Abstract

ABSTRACT There are a significant number of toddlers participating in early childcare (ECE) services in New Zealand. At the same time, there is a dearth of research examining these toddlers during their first ECE experiences. The extant literature has predominantly focused on adult–child relationships rather than toddlers’ experiences with their peers. A qualitative inquiry was undertaken wherein video footage and observations were recorded of two toddlers transitioning into an ECE setting; with their interactions with peers being observed especially. The children’s teacher was also interviewed. The findings were interpreted through a symbolic interactionist lens and themes were coded iteratively. The findings showed that the two transitioning children were motivated to participate in peer-related activities by using specific strategies such as passing toys, being close, and making physical contact. However, at times the peer group resisted these two newcomers and their ‘initial entry’ into the group. Despite this, the transitioning children demonstrated strong resilience and perseverance. This study shed light on the power of peer affiliation. It reminds educators that peer affiliation is as important as adult–child relationship and it should be reflected in the teaching curriculum in particular for those who transition from home to group care for the first time.