How Three Young Toddlers Transition From an Infant to a Toddler Child Care Classroom: Exploring the Influence of Peer Relationships, Teacher Expectations, and Changing Social Contexts

Abstract

Research Findings: Three infants were followed over the course of 9 months from their last semester in their infant classroom through their transition to a toddler classroom at a university-based child care center. Using participant observation, video observation, and teacher interview, we qualitatively constructed and analyzed profiles of each child's experiences to reveal both overall trends and individual differences in the children's transitions. Findings from this study indicate that transitioning from an infant to a toddler classroom presented a unique situation for individual children that influenced their relationships with peers and their ways of behaving in the new environment. Peers’ interactions, teachers’ expectations and interactions, and the impact of the changes in social context were experienced very differently by each child. Practice or Policy: This study reflects the ways in which a university laboratory school environment can support and nurture collaborative research between faculty mentors and students that has implications for policy and practice. Our findings add depth to the scarce knowledge on this topic offered by previous literature.

ACKNOWLEDGEMENT

We would like to express our deepest appreciation for the children, teachers, and families at the Rita Gold Early Childhood Center, from whom we are always learning about the value and impact of early childhood research and practice.