Care as curriculum: investigating teachers’ views on the learning in care

References

• Carroll-Lind, J., & Angus, J. (2011). Through their lens: An inquiry into non-parental education and care of infants and toddlers. Wellington: Office of the Commissioner for Children.
   Google Scholar
• Cooper, M., Hedges, H., & Dixon, H. (2014). Weaving RIE with Te Whāriki: Re-thinking family involvement in assessment of learning dispositions. Early Child Development and Care, 184(5), 733–748. doi: 10.1080/03004430.2013.818987
   Google Scholar
• Dalli, C., White, J., Rockel, J., & Duhn, I. (2011). Quality early childhood education for under-two-year-olds: What should it look like? A literature review. Wellington: Ministry of Education.
   Google Scholar
• Education Review Office. (2009). Early childhood monographs: The quality of education and care in infant and toddler centres. Wellington: Author.
   Google Scholar
• Elam, P. (2005). To teach as Magda taught or mutual respect and trust: The role of the mentor in RIE. In S. Petrie & S. Owen (Eds.), Authentic relationships in group care for infants and toddlers – Resources for Infant Educarers (RIE). Principles into practice (pp. 113–126). London: Jessica Kingsley.
   Google Scholar
• Elliot, E. F. (2002). A web of relationships: Caregivers’ perspectives on the complexity of working with infants and toddlers (PhD dissertation). University of Victoria (Canada), Canada. ProQuest Dissertations & Theses Full Text Database. Retrieved from http://search.proquest.com/docview/305488778?accountid=8194
   Google Scholar
• Elliot, E. (2007). We’re not robots: The voices of daycare providers. New York, NY: State University of New York Press.
   Google Scholar
• Falk, J. (2007a). The importance of person-oriented adult–child relationships and its basic conditions. In A. Tardos (Ed.), Bringing up and providing care for infants and toddlers in an institution (pp. 23–37). Budapest: Pikler-Lóczy Társaság.
   Google Scholar
• Falk, J. (2007b). Some information about the history of the Pikler Institute. In A. Tardos (Ed.), Bringing up and providing care for infants and toddlers in an institution (pp. 7–22). Budapest: Pikler-Lóczy Társaság.
   Google Scholar
• Gerber, M. (1979). A manual for parents and professionals. Los Angeles, CA: Resources for Infant Educarers.
   Google Scholar
• Gerber, M., & Johnson, A. (1998). Your self-confident baby: How to encourage your child's natural abilities – from the very start. New York, NY: John Wiley & Sons.
   Google Scholar
• Goldstein, L. S. (2002). Reclaiming caring in teaching and teacher education. New York, NY: Peter Lang.
   Google Scholar
• Gonzalez-Mena, J., & Widmeyer Eyers, D. (2009). Infants, toddlers and caregivers: A curriculum of respectful, responsive caregiving (8th ed.). New York, NY: McGraw Hill.
   Google Scholar
• Hill, D. (2003). Theory as story: a framework for understanding and articulating narrative of personal practice. The First Years Ngā Tau Tuatahi. NZ Journal of Infant and Toddler Education, 5(2) 24–26.
   Google Scholar
• McCaleb, M., & Mikaere-Wallis, N. (2005). Relationship-shaping: Teacher consistency and implications for brain development. The First Years Ngā Tau Tuatahi: New Zealand Infant and Toddler Education, 7(2), 21–25.
   Google Scholar
• Money, R. (2005). The RIE early years ‘curriculum’. In S. Petrie & S. Owen (Eds.), Authentic relationships in group care for infants and toddlers – resources for infant educators: Principles into practice (pp. 51–68). London: Jessica Kingsley.
   Google Scholar
• Ngarmek, C. (2013). A workshop for infant teachers on RIE: Resources for Infant Educarers (Masters of Arts in Education, Educational Psychology). Northridge: California State University.
   Google Scholar
• Nuttall, J. (2003a). Exploring the role of the teacher within Te Whäriki: Some possibilities and constraints. In J. Nuttall (Ed.), Weaving Te Whäriki. Aotearoa New Zealand's early childhood curriculum document in theory and practice (pp. 161–186). Wellington: New Zealand Council for Educational Research.
   Google Scholar
• Nuttall, J. (2003b). Influences on the co-construction of the teacher role in early childhood curriculum: Some examples from a New Zealand childcare centre. International Journal of Early Years Education, 11(1), 23–31. doi:10.1080/0966976032000066064
   Google Scholar
• Rockel, J. (2009). A pedagogy of care: Moving beyond the margins of managing work and minding babies. Australasian Journal of Early Childhood, 34(3), 1–8.
   Web of Science ®Google Scholar
• Rockel, J. (2010). Infant pedagogy: Learning how to learn. In B. Clark & A. Grey (Eds.), Ata Kitea Te Pae – Scanning the horizon: Perspectives on early childhood education (pp. 97–110). Auckland: Pearson.
   Google Scholar
• Rockel, J. (2013). Critical professional issues in labour force development for teachers with children up to two years of age: A New Zealand perspective. Early Child Development and Care, 1–16. doi:10.1080/03004430.2013.773993
   Google Scholar
• Sansom, A. (2007). Is the body an endangered species? Reconceptualizing the body in early childhood education. The First Years Nga Tau Tuatahi: New Zealand Journal of Infant and Toddler Education, 9(2), 13–16.
   Google Scholar
• Sims, M., Guilfoyle, A., & Parry, T. (2006). Children's cortisol levels and quality of child care provision. Child: Care, Health and Development, 32(4), 453–466. doi:10.1111/j.1365-2214.2006.00632.x
   PubMed Web of Science ®Google Scholar
• Stacey, M. (2009). Teamwork and collaboration in early years settings. Exeter: SAGE.
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
   Google Scholar