Narratives of Infants' Encounters with Curriculum: Beyond the Curriculum of Care

Autor/in	Cheeseman, Sandra
Titel	Narratives of Infants' Encounters with Curriculum: Beyond the Curriculum of Care
Quelle	In: Contemporary Issues in Early Childhood, 18 (2017) 1, S.55-66 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949117692243
Schlagwörter	Personal Narratives; Infants; Foreign Countries; Early Childhood Education; Attachment Behavior; Mothers; Mother Attitudes; Parent Child Relationship; Caregivers; Infant Behavior; Australia + Suchen Sie Ihr Suchwort? Erlebniserzählung; Infant; Toddler; Toddlers; Kleinkind; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Attachment; Bindungsverhalten; Mother; Mutter; Mutterliebe; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Caregiver; Carer; Betreuungsperson; Pfleger; Australien
Abstract	Australia's National Quality Framework identifies responsibilities for early childhood educators who work with infants to plan for and assess their learning. Educators are urged to be "responsive to children's ideas and play" and to "assess, anticipate and extend children's learning". Responsiveness in relation to infants is often couched in terms of emotional support and attention to the attachment relationship, or in detailed guidance about supporting the infant in care routines. Drawing on Levinas's ideas of ethical encounter to frame a consideration of infants' learning more broadly, this article suggests the possibility to see beyond traditional perceptions of infants as objects of the attachment relationship, and identifies the potential for infants to be viewed as "initiators" who guide educators' responses. Working with Levinas's ideas of absolute responsibility in the face-to-face encounter, the notion of "response-ableness" is used to examine educators' decisions and actions as they share in learning encounters with infants. Using video footage captured during an infant's encounter with learning, the decisions of the educator prove influential. Creating a narrative of this experience illuminates the educator's response-ableness, and shows how an infant's ideas and investigations might form the basis of the learning encounter. Close examination of educator response-ableness may lead to richer possibilities for infants' encounters with learning, beyond the curriculum of care. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01