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Early Child Development and Care Volume 185, 2015 - Issue 11-12: Early Childhood Pedagogy
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Articles

Pedagogy with babies: perspectives of eight nursery managers

Peter ElferSchool of Education, University of Roehampton, Grove House 214, Froebel College, Roehampton Lane, LondonSW15 5PJ, UKCorrespondence[email protected]
&
Jools PageSchool of Education, University of Sheffield, 388 Glossop Road, SheffieldS10 2JA, UK
Pages 1762-1782 | Received 22 Feb 2015, Accepted 02 Mar 2015, Published online: 27 Apr 2015

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Nicola Kemp & Jo Josephidou. (2023) Creating spaces called hope: the critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers. Early Years 43:3, pages 641-655.
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Minsun Shin & Susan Recchia. (2023) Nurturing the nurturer: enacting transformative infant-toddler teacher preparation through reflective practice. Early Years 43:3, pages 626-640.
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Caroline Guard. (2023) ‘It’s the little bits that you have enabled me to see’. Reconceptualising the voices of babies using the video interaction dialogue model with early years educators. Early Years 43:3, pages 606-625.
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Kate J. Armstrong, Astrid Berg & Anusha Lachman. (2023) Nannies or creche: exploring child carers’ knowledge of the first 1000 days and their perception of the significance of their role as carers. Early Child Development and Care 193:6, pages 754-766.
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Jenny Byrne & Amanda Norman. (2022) A transformative model of continuing professional development in a day nursery: practitioners’ perspectives on the implementation of symbolic gesturing. Professional Development in Education 48:5, pages 847-860.
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Karen Boardman & Rachael Levy. (2021) ‘I hadn’t realised that whilst the babies and toddlers are sleeping, the other children can’t get to the books!’ The complexities of ‘access’ to early reading resources for under-threes. Early Years 41:5, pages 443-457.
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Anette Boye Koch. (2021) Children as participants in research. Playful interactions and negotiation of researcher–child relationships. Early Years 41:4, pages 381-395.
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Holly Seaman & Pandora Giles. (2021) Supporting children’s social and emotional well-being in the early years: an exploration of practitioners’ perceptions. Early Child Development and Care 191:6, pages 861-875.
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Karen Boardman. (2020) Early Years Teachers as leaders of change through reflexivity praxis?. Early Child Development and Care 190:3, pages 322-332.
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Jo Josephidou. (2020) A gendered contribution to play? Perceptions of Early Childhood Education and Care (ECEC) practitioners in England on how their gender influences their approaches to play. Early Years 40:1, pages 95-108.
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Miriam O'Regan, Ann Marie Halpenny & Nóirín Hayes. (2019) Childminding in Ireland: attitudes towards professionalisation. European Early Childhood Education Research Journal 27:6, pages 757-775.
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Michelle L. Yoder & Amanda P. Williford. (2019) Teacher Perception of Preschool Disruptive Behavior: Prevalence and Contributing Factors. Early Education and Development 30:7, pages 835-853.
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Karen Boardman. (2019) The incongruities of ‘teaching phonics’ with two-year olds. Education 3-13 47:7, pages 842-853.
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Candace I. J. Nykiforuk, Jane Hewes, Ana Paula Belon, Doreen Paradis, Erin Gallagher, Rebecca Gokiert, Jeffrey Bisanz & Laura Nieuwendyk. (2019) Evaluating child-friendly spaces: insights from a participatory mixed methods study of a municipality’s free-play preschool and space. Cities & Health 3:1-2, pages 169-183.
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Peter Elfer, Sue Greenfield, Sue Robson, Dilys Wilson & Antonia Zachariou. (2018) Love, satisfaction and exhaustion in the nursery: methodological issues in evaluating the impact of Work Discussion groups in the nursery. Early Child Development and Care 188:7, pages 892-904.
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Belinda Davis & Rosemary Dunn. (2018) Making the personal visible: emotion in the nursery. Early Child Development and Care 188:7, pages 905-923.
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Peter Elfer, Katy Dearnley & Dilys Wilson. (2018) Work Discussion in English nurseries: reflecting on their contribution so far and issues in developing their aims and processes; and the assessment of their impact in a climate of austerity and intense audit. Infant Observation 21:2, pages 189-203.
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Jools Page. (2018) Characterising the principles of Professional Love in early childhood care and education. International Journal of Early Years Education 26:2, pages 125-141.
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Eleni Loizou & Susan L. Recchia. (2018) In-Service Infant Teachers Re-Envision Their Practice Through a Professional Development Program. Early Education and Development 29:1, pages 91-103.
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Peter Elfer. (2017) Subtle emotional process in early childhood pedagogy: evaluating the contribution of the Tavistock Observation Method. Pedagogy, Culture & Society 25:3, pages 431-445.
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Articles from other publishers (10)

Gloria Quinones. (2023) An infant-toddler outdoor risky play practices in an early childhood centre in Australia. Journal of Outdoor and Environmental Education 26:3, pages 463-477.
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Bárbara Tadeu & Amélia Lopes. (2022) Professionalism in Baby Rooms: Matches and Mismatches Between Parents and Professionals. International Journal of Early Childhood 54:3, pages 383-400.
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Nikki Fairchild, Ann Emerson & Sukhbinder Hamilton. 2022. Preparing Early Childhood Teachers for Managing Emergencies. Preparing Early Childhood Teachers for Managing Emergencies 152 171 .
Tanya Burr & Sheila Degotardi. (2021) From Birth to Three: Exploring Educators’ Understandings of Agency. Australasian Journal of Early Childhood 46:4, pages 322-334.
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Gloria Quiñones, Liang Li & Avis RidgwayGloria Quiñones, Liang Li & Avis Ridgway. 2021. Affective Early Childhood Pedagogy for Infant-Toddlers. Affective Early Childhood Pedagogy for Infant-Toddlers 1 22 .
Maritta Hännikäinen & Hilkka Munter. 2018. The Cambridge Handbook of Play. The Cambridge Handbook of Play 491 510 .
Gloria Quiñones, Liang Li & Avis Ridgway. (2018) Collaborative Forum: An Affective Space for Infant–toddler Educators’ Collective Reflections. Australasian Journal of Early Childhood 43:3, pages 25-33.
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. (2017) (Re)conceptualising relationships in infant-toddler pedagogy. Contemporary Issues in Early Childhood 18:4, pages 355-361.
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Jessie Jovanovic, Chris Brebner, Angela Lawless & Jessica Young. (2016) Childcare Educators' Understandings of Early Communication and Attachment. Australasian Journal of Early Childhood 41:4, pages 95-105.
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Chris Brebner, Jessie Jovanovic, Angela Lawless & Jessica Young. (2016) Early childhood educators’ understanding of early communication: Application to their work with young children. Child Language Teaching and Therapy 32:3, pages 277-292.
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