TY - JOUR
T1 - Toddlers as the one-caring
T2 - co-authoring play narratives and identities of care
AU - Cooper, Maria
AU - Quiñones, Gloria
PY - 2020
Y1 - 2020
N2 - An expansive view of care is vital to understanding children’s sense-making of their care experiences in early childhood education. Yet, scant literature explores how toddlers enact and express understandings of care in their play with objects and others. This article identifies play situations where toddlers enact and express understandings, and co-author narratives, of care with teachers. Discussion focuses on video data from two studies that investigated infants’, toddlers’ and teachers’ pedagogical relationships in New Zealand and Australian settings. Cultural-historical and co-authoring concepts supported analysis of toddlers’ object-centred play and caring actions. Findings show that toddlers engage teachers in co-creating caring actions while enacting and expressing care with dolls. We argue that this collaborative, object-centred play enables toddlers to co-author meanings of, and identity as, the one-caring. Implications emphasize teachers’ intentional role and joint-play actions in supporting toddlers’ initiatives to co-author care play narratives and their identity as the one-caring.
AB - An expansive view of care is vital to understanding children’s sense-making of their care experiences in early childhood education. Yet, scant literature explores how toddlers enact and express understandings of care in their play with objects and others. This article identifies play situations where toddlers enact and express understandings, and co-author narratives, of care with teachers. Discussion focuses on video data from two studies that investigated infants’, toddlers’ and teachers’ pedagogical relationships in New Zealand and Australian settings. Cultural-historical and co-authoring concepts supported analysis of toddlers’ object-centred play and caring actions. Findings show that toddlers engage teachers in co-creating caring actions while enacting and expressing care with dolls. We argue that this collaborative, object-centred play enables toddlers to co-author meanings of, and identity as, the one-caring. Implications emphasize teachers’ intentional role and joint-play actions in supporting toddlers’ initiatives to co-author care play narratives and their identity as the one-caring.
KW - Care
KW - caring encounters
KW - co-authoring
KW - cultural-historical
KW - early childhood education
KW - toddlers
UR - http://www.scopus.com/inward/record.url?scp=85091824699&partnerID=8YFLogxK
U2 - 10.1080/03004430.2020.1826465
DO - 10.1080/03004430.2020.1826465
M3 - Article
AN - SCOPUS:85091824699
JO - Early Child Development and Care
JF - Early Child Development and Care
SN - 0300-4430
ER -