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European Early Childhood Education Research Journal Volume 21, 2013 - Issue 4
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Articles

The emotional complexity of attachment interactions in nursery

Jools PageSchool of Education, University of Sheffield, Sheffield, UK;Department of Education, University of Roehampton, London, UKCorrespondence[email protected]
&
Peter ElferSchool of Education, University of Sheffield, Sheffield, UK;Department of Education, University of Roehampton, London, UK
Pages 553-567 | Published online: 05 Feb 2013

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Joan Walton & Janice Darkes-Sutcliffe. (2024) Re-imagining education: cultivating a triangle of trust and relational pedagogy within a participatory paradigm. Education 3-13 52:1, pages 7-20.
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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.
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Bárbara Tadeu & Amélia Lopes. (2023) Early years educators in baby rooms: an exploratory study on professional identities. Early Years 43:1, pages 46-61.
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Angela Hodgkins. (2022) Exploring early childhood practitioners’ perceptions of empathy with children and families: initial findings. Educational Review 0:0, pages 1-19.
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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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Elly Singer & Sandie Wong. (2021) Emotional security and daycare for babies and toddlers in social-political contexts: reflections of early years pioneers since the 1970s. Early Child Development and Care 191:3, pages 461-474.
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Ximena Poblete Núñez. (2020) Performing the (religious) educator’s vocation. Becoming the ‘good’ early childhood practitioner in Chile. Gender and Education 32:8, pages 1072-1089.
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Zoyah Kinkead-Clark. (2020) Using socio-cultural lens to explore adult–child interactions in Jamaica’s childcare settings. International Journal of Early Years Education 28:1, pages 22-35.
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Jo Basford. (2019) Being a graduate professional in the field of Early Childhood Education and Care: silence, submission and subversion. Education 3-13 47:7, pages 862-875.
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Maria Hedlin, Magnus Åberg & Caroline Johansson. (2019) Too much, too little: preschool teachers’ perceptions of the boundaries of adequate touching. Pedagogy, Culture & Society 27:3, pages 485-502.
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Sue Robson, Sigrid Brogaard-Clausen & David Hargreaves. (2019) Loved or listened to? Parent and practitioner perspectives on young children’s well-being. Early Child Development and Care 189:7, pages 1147-1161.
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Asta Cekaite & Disa Bergnehr. (2018) Affectionate touch and care: embodied intimacy, compassion and control in early childhood education. European Early Childhood Education Research Journal 26:6, pages 940-955.
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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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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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Jo Albin-Clark, Ian Shirley, Maggie Webster & Clare Woolhouse. (2018) Relationships in early childhood education – beyond the professional into the personal within the teacher–child dyad: relationships ‘that ripple in the pond’. Early Child Development and Care 188:2, pages 88-101.
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Verity Campbell-Barr. (2018) The silencing of the knowledge-base in early childhood education and care professionalism. International Journal of Early Years Education 26:1, pages 75-89.
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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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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.
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Erja Rautamies, Pirjo-Liisa Poikonen, Katja Vähäsantanen & Marja-Leena Laakso. (2016) Teacher–child relationships narrated by parents of children with difficulties in self-regulation. Early Child Development and Care 186:11, pages 1846-1858.
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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.
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Geoff Taggart. (2016) Compassionate pedagogy: the ethics of care in early childhood professionalism. European Early Childhood Education Research Journal 24:2, pages 173-185.
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Peter Elfer & Jools Page. (2015) Pedagogy with babies: perspectives of eight nursery managers. Early Child Development and Care 185:11-12, pages 1762-1782.
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Paulette Luff & Mallika Kanyal. (2015) Maternal thinking and beyond: towards a care-full pedagogy for early childhood. Early Child Development and Care 185:11-12, pages 1748-1761.
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Elizabeth Jayne White & Bridgette Redder. (2015) Proximity with under two-year-olds in early childhood education: a silent pedagogical encounter. Early Child Development and Care 185:11-12, pages 1783-1800.
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Geoff Taggart. (2015) Sustaining care: cultivating mindful practice in early years professional development. Early Years 35:4, pages 381-393.
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Jools Page. (2013) Will the ‘good’ [working] mother please stand up? Professional and maternal concerns about education, care and love. Gender and Education 25:5, pages 548-563.
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Articles from other publishers (18)

Julie Spray. (2022) Love and agency in ethnographic fieldwork with children. Ethnography, pages 146613812211202.
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Geoff Taggart. (2022) Revolutionary Love: Early Childhood Education as Counter-Culture. Sustainability 14:8, pages 4474.
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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 .
Tatiele Jacques Bossi, Antônia Madeira Rodrigues, Amanda Schöffel Sehn & Cesar Augusto Piccinini. (2021) NECESSIDADES DO BEBÊ COM DEFICIÊNCIA FÍSICA NA CRECHE: A PERCEPÇÃO DE EDUCADORAS. Psicologia em Estudo 26.
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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.
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Amanda Bateman. (2020) Young children’s affective stance through embodied displays of emotion during tellings. Text & Talk 40:5, pages 643-668.
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Tamara Cumming & Sandie Wong. (2018) Towards a holistic conceptualisation of early childhood educators’ work-related well-being. Contemporary Issues in Early Childhood 20:3, pages 265-281.
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Maria Cooper. (2017) Reframing assessment: Reconceptualising relationships and acknowledging emotional labour. Contemporary Issues in Early Childhood 18:4, pages 375-386.
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Jools Page. (2017) Reframing infant-toddler pedagogy through a lens of professional love: Exploring narratives of professional practice in early childhood settings in England. Contemporary Issues in Early Childhood 18:4, pages 387-399.
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Andi Salamon, Jennifer Sumsion & Linda Harrison. (2017) Infants draw on ‘emotional capital’ in early childhood education contexts: A new paradigm. Contemporary Issues in Early Childhood 18:4, pages 362-374.
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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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Rachel Pirie, Carole Keane, Matt Caldwell, Rosie McCallum & Elizabeth Carruthers. (2017) Case study Bristol. Nursery World 2017:14, pages 24-25.
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Jools Page. 2017. Under-three Year Olds in Policy and Practice. Under-three Year Olds in Policy and Practice 131 142 .
Andi Salamon. 2017. Exploring Education and Professional Practice. Exploring Education and Professional Practice 83 99 .
David Reby, Florence Levréro, Erik Gustafsson & Nicolas Mathevon. (2016) Sex stereotypes influence adults’ perception of babies’ cries. BMC Psychology 4:1.
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. (2015) VIEWPOINT. Nursery World 2015:13, pages 8-9.
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 .

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