Advanced search
Publication Cover
Early Years
An International Research Journal
Volume 32, 2012 - Issue 2: Professional Issues in Work with Babies and Toddlers
Submit an article Journal homepage
4,089
Views
44
CrossRef citations to date
0
Altmetric
Articles

Emotion in nursery work: Work Discussion as a model of critical professional reflection

Peter Elfer Department of Education, Froebel College, University of Roehampton, London, UKCorrespondence[email protected]
Pages 129-141 | Received 01 Nov 2011, Accepted 24 May 2012, Published online: 19 Jun 2012

Citations (44)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (22)

Robyn Dolby, Belinda Friezer, Eilish Hughes, Jools Page & Vickie Meade. (2023) Supporting educators’ emotional work with infants and their families around transitions at the start of the day. Early Years 43:3, pages 576-589.
Read now
Valeria Scacchi. (2023) Reconceptualising professional learning and development through a Froebelian lens: early childhood educators’ perspectives on professional identities in the UK and Italy, where is the love?. Early Years 43:3, pages 590-605.
Read now
Janine Hostettler Schärer. (2023) Professionalization in early childhood education: how do educators craft their work?. Early Years 0:0, pages 1-14.
Read now
Nicola O’Sullivan & Andrew Cooper. (2022) Working in complex contexts; mother social workers and the mothers they meet. Journal of Social Work Practice 36:1, pages 101-117.
Read now
Lida Anagnostaki, Artemis Mandilari & Nefeli Marazopoulou. (2021) Work discussion groups in Greek nurseries: the experience of facilitators and participants. Journal of Child Psychotherapy 47:2, pages 238-254.
Read now
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.
Read now
Amanda Lees & Andrew Cooper. (2021) Reflective practice groups in a children’s social work setting - what are the outcomes, how do they work and under what circumstances? A new theoretical model based on empirical findings. Journal of Social Work Practice 35:1, pages 93-109.
Read now
Debbie Brace. (2020) ‘Settling In’: Exploring the complexities of observing and responding to young children’s communications of distress as they start day care. Infant Observation 23:3, pages 133-148.
Read now
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.
Read now
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.
Read now
Janine Hostettler Schärer. (2018) How educators define their role: building ‘professional’ relationships with children and parents during transition to childcare: a case study. European Early Childhood Education Research Journal 26:2, pages 246-257.
Read now
Ian Barron & Lisa Taylor. (2017) Eating and scraping away at practice with two-year-olds. Pedagogy, Culture & Society 25:4, pages 567-581.
Read now
Andi Salamon. (2017) Praxis in early childhood research with infants and educators. European Early Childhood Education Research Journal 25:3, pages 450-461.
Read now
Sarah Bernadette Cousins. (2017) Practitioners’ constructions of love in early childhood education and care. International Journal of Early Years Education 25:1, pages 16-29.
Read now
Hüseyin Kotaman. (2016) Turkish early childhood teachers’ emotional problems in early years of their professional lives. European Early Childhood Education Research Journal 24:3, pages 365-381.
Read now
Geoff Taggart. (2016) Compassionate pedagogy: the ethics of care in early childhood professionalism. European Early Childhood Education Research Journal 24:2, pages 173-185.
Read now
Peter Elfer & Jools Page. (2015) Pedagogy with babies: perspectives of eight nursery managers. Early Child Development and Care 185:11-12, pages 1762-1782.
Read now
Peter Elfer. (2015) Emotional aspects of nursery policy and practice – progress and prospect. European Early Childhood Education Research Journal 23:4, pages 497-511.
Read now
Andi Salamon & Linda Harrison. (2015) Early childhood educators’ conceptions of infants’ capabilities: the nexus between beliefs and practice. Early Years 35:3, pages 273-288.
Read now
Marjatta Kalliala. (2014) Toddlers as both more and less competent social actors in Finnish day care centres. Early Years 34:1, pages 4-17.
Read now
Joanne S. Lehrer. (2013) Accompanying early childhood professional reflection in Quebec: a case study. Early Years 33:2, pages 186-200.
Read now
Terri Jo Swim & Zeynep Isik-Ercan. (2013) Dispositional development as a form of continuous professional development: centre-based reflective practices with teachers of (very) young children. Early Years 33:2, pages 172-185.
Read now

Articles from other publishers (22)

Samara Madrid Akpovo, Sarah Neessen, Lydiah Nganga & Cassie Sorrells. (2021) Staying with discomfort: Early childhood teachers’ emotional themes in relation to children's peer-culture aggression. Contemporary Issues in Early Childhood 24:4, pages 484-499.
Crossref
Anabel Corral-Granados, Ana María Martínez-Martínez, Carlos Sánchez-Muñoz & Noelia Navarro-Gómez. (2023) Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis. Education Sciences 13:5, pages 515.
Crossref
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.
Crossref
Johanna Cliffe & Carla Solvason. (2021) The Messiness of Ethics in Education. Journal of Academic Ethics 20:1, pages 101-117.
Crossref
Andi Salamon & Ioanna Palaiologou. 2022. (Re)conceptualising Children’s Rights in Infant-Toddler Care and Education. (Re)conceptualising Children’s Rights in Infant-Toddler Care and Education 45 58 .
Lynette Morris. (2020) Love as an act of resistance: Ethical subversion in early childhood professional practice in England. Contemporary Issues in Early Childhood 22:2, pages 124-139.
Crossref
Nikki Fairchild & Eva Mikuska. (2021) Emotional labor, ordinary affects, and the early childhood education and care worker. Gender, Work & Organization 28:3, pages 1177-1190.
Crossref
Johanna Cliffe & Carla Solvason. (2020) The role of emotions in building new knowledge and developing young children’s understanding. Power and Education 12:2, pages 189-203.
Crossref
Limin Zhang, Shulin Yu & Lianjiang Jiang. (2020) Chinese preschool teachers’ emotional labor and regulation strategies. Teaching and Teacher Education 92, pages 103024.
Crossref
Carla Solvason, Johanna Cliffe & Emma Bailey. (2019) Breaking the silence: Providing authentic opportunities for parents to be heard. Power and Education 11:2, pages 191-203.
Crossref
Maria Cooper. (2017) Reframing assessment: Reconceptualising relationships and acknowledging emotional labour. Contemporary Issues in Early Childhood 18:4, pages 375-386.
Crossref
Jools Page. 2017. Under-three Year Olds in Policy and Practice. Under-three Year Olds in Policy and Practice 131 142 .
Carmen Dalli. 2017. Under-three Year Olds in Policy and Practice. Under-three Year Olds in Policy and Practice 115 129 .
Kathy Goouch & Sacha Powell. 2017. Under-three Year Olds in Policy and Practice. Under-three Year Olds in Policy and Practice 143 157 .
Andi Salamon. 2017. Exploring Education and Professional Practice. Exploring Education and Professional Practice 83 99 .
Margaret Brennan. (2016) Perezhivanie and the silent phenomenon in infant care: Rethinking socioculturally informed infant pedagogy . Contemporary Issues in Early Childhood 17:3, pages 317-327.
Crossref
Sarah Cousins. (2015) Perspectives on love. Early Years Educator 17:8, pages 25-27.
Crossref
Belinda Davis & Sheila Degotardi. (2014) Educators’ understandings of, and support for, infant peer relationships in early childhood settings. Journal of Early Childhood Research 13:1, pages 64-78.
Crossref
Lara Corr, Elise Davis, Kay Cook, Elizabeth Waters & Anthony D LaMontagne. (2014) Fair relationships and policies to support family day care educators’ mental health: a qualitative study. BMC Public Health 14:1.
Crossref
Margaret Brennan. (2014) Perezhivanie: What Have We Missed about Infant Care? . Contemporary Issues in Early Childhood 15:3, pages 284-292.
Crossref
Jools Page. 2014. Lived Spaces of Infant-Toddler Education and Care. Lived Spaces of Infant-Toddler Education and Care 119 130 .
Peter Elfer. 2014. Lived Spaces of Infant-Toddler Education and Care. Lived Spaces of Infant-Toddler Education and Care 103 117 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.