Infant educators’ beliefs about infant language development in long day care settings

References

• Alvestad, Torgeir, Helen Bergem, Brit Eide, Jan-Erik Johansson, Ellen Os, Hronn Palmadottir, Ingrid Pramling Samuelsson, and Nina Winger. 2014. “Challenges and Dilemmas Expressed by Teachers Working in Toddler Groups in the Nordic Countries.” Early Child Development and Care 184 (5): 671–688. doi:10.1080/03004430.2013.807607.
   Google Scholar
• Australian Children’s Education and Care Quality Authority. 2013. “Guide to the National Quality Framework.” https://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF01-Guide-to-the-NQF.pdf.
   Google Scholar
• Australian Department of Education Employment and Workplace Relations. 2009. Belonging, Belonging and Becoming: The Early Years Learning Framework for Australia. Canberra, ACT: DEEWR.
   Google Scholar
• Berthelsen, Donna, Joanne Brownlee, and Eva Johansson, eds. 2009. Participatory Learning in the Early Years: Research and Pedagogy. Oxon: Routledge.
   Google Scholar
• Bornstein, Marc H., and Charissa S. L. Cheah. 2006. “The Place of “Culture and Parenting” in the Ecological Contextual Perspective on Developmental Science.” In Parenting Beliefs, Behaviors, and Parent-child Relations, edited by Kenneth H. Rubin and Ock Boon Chung, 3–33. New York, NY: Psychology Press.
   Google Scholar
• Brownlee, J., Donna Berthelsen, and N. Segaran. 2009. “Childcare Workers’ and Centre Directors’ Beliefs about Infant Childcare Quality and Professional Training.” Early Child Development and Care 179 (4): 453–475. doi:10.1080/03004430701217688.
   Google Scholar
• Cassidy, Deborah J., and Jennifer M. Lawrence. 2000. “Teachers’ Beliefs: The ‘Whys’ Behind the ‘How Tos’ in Child Care Classrooms.” Journal of Research in Childhood Education 14 (2): 193–204. doi:10.1080/02568540009594763.
   Google Scholar
• Davis, Belinda, and Sheila Degotardi. 2015. “Educators’ Understandings of, and Provisions for, Infant Peer Relationships in Early Childhood Settings.” Journal of Early Childhood Research 13 (1): 64–78. doi:10.1177/1476718X14538600.
   Web of Science ®Google Scholar
• Degotardi, Sheila. 2010. “High‐Quality Interactions with Infants: Relationships with Early‐childhood Practitioners’ Interpretations and Qualification Levels in Play and Routine Contexts.” International Journal of Early Years Education 18 (1): 27–41. doi:10.1080/09669761003661253.
   Google Scholar
• Degotardi, Sheila, and Belinda Davis. 2008. “Understanding Infants: Characteristics of Early Childhood Practitioners’ Interpretations of Infants and Their Behaviours.” Early Years: An International Journal of Research and Development 28 (3): 221–234. doi:10.1080/09575140802393686.
   Google Scholar
• Degotardi, Sheila, and Emma Pearson. 2014. The Relationship Worlds of Infants and Toddlers: Multiple Perspectives from Early Years Theory and Practice. Maidenhead: Open University Press.
   Google Scholar
• Degotardi, Sheila, Jane Torr, and Nga Thahn Nguyen. 2016. “Infant-toddler Educators’ Language Support Practices during Snack-time.” Australasian Journal of Early Childhood 41 (4): 52–62.
   Web of Science ®Google Scholar
• Elfer, Peter. 2006. “Exploring Children’s Expressions of Attachment in Nursery.” European Early Childhood Education Research Journal 14 (2): 81–95. doi:10.1080/13502930285209931.
   Google Scholar
• Fang, Z. 1996. “A Review of Research on Teacher Beliefs and Practice.” Educational Research 38 (1): 47–65. doi:10.1080/0013188960380104.
   Web of Science ®Google Scholar
• Garvis, Susanne, and Matthew Manning. 2015. “Do Master Early Childhood Teacher Education Programs Provide Adequate Coverage of Infants and Toddlers?: A Review of Content.” Australian Journal of Teacher Education 40 (8): 164–175. doi:10.14221/ajte.2015v40n8.10.
   Web of Science ®Google Scholar
• Garvis, Susanne, Narelle Lemon, Donna Pendergast, and Bonnie Yim. 2013. “A Content Analysis of Early Childhood Teachers’ Theoretical and Practical Experiences with Infants and Toddlers in Australian Teacher Education Programs.” Australian Journal of Teacher Education 38 (9): 25–36. doi:10.14221/ajte.2013v38n9.5.
   Google Scholar
• Girolametto, Luigi, and Elaine Weitzman. 2002. “Responsiveness of Child Care Providers in Interactions with Toddlers and Preschoolers.” Language Speech and Hearing Services in Schools 33: 268–281.10.1044/0161-1461(2002/022)
   PubMed Web of Science ®Google Scholar
• Goelman, Hillel, Barry Forer, Paul Kershaw, Gillian Doherty, Donna Lero, and Annette LaGrange. 2006. “Towards a Predictive Model of Quality in Canadian Child Care Centres.” Early Childhood Research Quarterly 21: 280–295. doi:10.1016/j.ecresq.2006.07.005.
   Web of Science ®Google Scholar
• Goouch, Kathy, and Sacha Powell. 2013. The Baby Room: Principles, Policy and Practice. Maidenhead: Open Univerity Press.
   Google Scholar
• Harry, Beth, Keith M. Studges, and K. Jeanette Klingner. 2005. “Mapping the Process: An Exemplar of Process and Challenge in Grounded Theory Analysis.” Educational Researcher 34 (2): 3–13. doi:10.3102/0013189X034002003.
   Google Scholar
• Hoff, Erika. 2006. “How Social Contexts Support and Shape Language Development.” Developmental Review 26: 55–88. doi:10.1016/j.dr.2005.11.002.
   Web of Science ®Google Scholar
• Lee, Seung Yeon. 2006. “A Journey to a Close, Secure, and Synchronous Relationship. Infant-caregiver Relationship Development in a Childcare Context.” Journal of Early Childhood Research 4 (2): 133–151. doi:10.1177/1476718X06063533.
   Google Scholar
• Lim, Cynthia, and Sirene May-Yin Lim. 2013. “Learning and Language: Educarer–Child Interactions in Singapore Infant-care Settings.” Early Child Development and Care 183 (10): 1468–1485. doi:10.1080/03004430.2013.788814.
   Google Scholar
• Manlove, Elizabeth E., Arcel Vazquez, and L. Vernon-Feagans. 2008. “The Quality of Caregiving in Chld Care: Relations to Teacher Complexity of Thinking and Perceived Supportiveness of the Work Environment.” Infant and Child Development 17: 203–222. doi:10.1002/icd.547.
   Web of Science ®Google Scholar
• National Institute of Child Health and Human Development (NICHD), Early Child Care Research Network. 2000. “The Relation of Child Care to Cognitive and Language Development.” Child Development 71: 960–980. doi:10.1111/1467-8624.00202.
   PubMed Web of Science ®Google Scholar
• National Institute of Child Health and Human Development (NICHD), Early Child Care Research Network. 2002. “Child-care Structure – Process – Outcome: Direct and Indirect Effects of Child-care Quality on Young Children’s Development.” Psychological Science 13 (3): 199–206. doi:10.1111/1467-9280.00438.
   PubMed Web of Science ®Google Scholar
• Nelson, Katherine. 2007. Young Minds in Social Worlds: Experience, Meaning, and Memory Cambridge. Cambridge, MA: Harvard University Press.10.4159/9780674041400
   Google Scholar
• Pajares, M. Frank. 1992. “Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct.” Review of Educaational Research 62 (3): 307–332.10.3102/00346543062003307
   Web of Science ®Google Scholar
• Salamon, Andi, and Linda Harrison. 2015. “Early Childhood Educators’ Conceptions of Infants’ Capabilities: The Nexus between Beliefs and Practice.” Early Years: An International Research Journal 35 (3): 273–288. doi:10.1080/09575146.2015.1042961.
   Web of Science ®Google Scholar
• Soderstrom, Melanie, and Kelsey Wittebolle. 2013. “When Do Caregivers Talk? The Influence of Activity and Time of Day on Caregiver Speeach and Child Vocalizations in Two Childcare Environments.” PLoS One 8 (11): e80646. doi:10.1371/journal.pone.0080646.
   PubMed Web of Science ®Google Scholar
• Spodek, B. 1988. “The Implicit Theories of Early Childhood Teachers.” Early Child Development and Care 38 (1): 13–31.10.1080/0300443880380102
   Google Scholar
• Strauss, Anselm, and Juliet Corbin. 1998. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. London: Sage.
   Google Scholar
• Super, Charles M., and Sara Harkness. 1986. “The Developmental Niche: A Conceptualization at the Interface of Child and Culture.” International Journal of Behavioral Development 9 (4): 545–569.10.1177/016502548600900409
   Web of Science ®Google Scholar
• Tomasello, Micheal. 2008. Origins of Human Communication. Cambridge, MA: MIT Press.
   Google Scholar
• Torr, Jane, and Lien Pham. 2016. “Educator Talk in Long Day Care Nurseries: How Context Shapes Meaning.” Early Childhood Education Journal 44 (3): 245–254. doi:10.1007/s10643-015-0705-6.
   Web of Science ®Google Scholar
• Valotton, Claire D. 2009. “Do Infants Influence Their Quality of Care? Infant Communicative Gestures Predict Caregivers’ Responsiveness.” Infant Behavior & Development 32: 351–365. doi:10.1016/j.infbeh.2009.06.001.
   PubMed Web of Science ®Google Scholar
• Vartuli, Sue. 2005. “Beliefs: The Heart of Teaching.” Young Children 60 (5): 76–86.
   Google Scholar
• White, E. Jayne, M. Peter, and B. Redder. 2015. “Infant-teacher Dialogues in Education and Care: A Pedagogical Imperative?” Early Childhood Research Quarterly 30: 160–173. doi:10.1016/j.ecresq.2014.10.008.
   Web of Science ®Google Scholar
• White, E. Jayne, Mira Peter, Jean Rockel, Margaret Sims, and Maureen Kumeroa. 2016. “First-year Practicum Experiences for Pre-service Early Childhood Education Teachers Working with Birth-to-three year-olds: An Australasian Experience.” Journal of Early Childhood Teacher Education 37 (4): 282–300. doi:10.1080/10901027.2016.1245221.
   Web of Science ®Google Scholar
• Wilcox-Herzog, Amanda, and Sharon Ward. 2004. “Measuring Teachers’ Perceived Interactions with Children: A Tool for Assessing Beliefs and Intentions.” Early Childhood Research in Practice 6 (2). https://ercp.uiuc.edu/v6n2/herzog.html.
   Google Scholar
• Zauch, Lauren Head, Taylor A. Thul, Ashley E. Darcey Mahoney, and Jennifer L. Stapel-Wax. 2016. “Influence of Language Nutrition on Children’s Language and Cognitie Development: An Integrated Review.” Early Childhood Research Quarterly 36: 318–333. doi:10.1016/j.ecresq.2016.01.015.
   Web of Science ®Google Scholar