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dc.contributor.authorGath, Megan E.
dc.contributor.authorHerold, Laura
dc.contributor.authorHunkin, Elise
dc.contributor.authorMcNair, Lynn J.
dc.contributor.authorRedder, Bridgette
dc.contributor.authorRutanen Niina
dc.contributor.authorWhite, E. Jayne
dc.date.accessioned2023-09-11T09:43:16Z
dc.date.available2023-09-11T09:43:16Z
dc.date.issued2024
dc.identifier.citationGath, Megan E., Herold, Laura, Hunkin, Elise, McNair, Lynn J., Redder, Bridgette, Rutanen Niina, White, E. Jayne. (2024). Infants’ emotional and social experiences during and after the transition to early childhood education and care. <i>Journal of Early Childhood Research</i>, <i>22</i>(1), 88-105. <a href="https://doi.org/10.1177/1476718x231195706" target="_blank">https://doi.org/10.1177/1476718x231195706</a>
dc.identifier.otherCONVID_184768219
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/89016
dc.description.abstractThe socio-emotional experiences of infants during transitions to early childhood education and care (ECEC) and across their first year in these out-of-home contexts are not well known. In an international project across five countries (New Zealand, Finland, Australia, Scotland and the United States), observational data, video of key moments, plus re-probing interviews with parents and teachers concerning 10 infants (six females) aged 5–13 months were collected across the first year of ECEC. An embedded case study design was used to analyse infant experiences from both quantitative and qualitative perspectives. Findings indicated low positive affect on infants’ first day of ECEC that increased after the first week and throughout the first year of ECEC. Drop-off periods remained a time of negative emotionality for the first month of ECEC. Over time more positive emotional experiences were evident, with peer interactions fostering positive affect, activeness and involvement, while one-on-one interactions with teachers were an important context for interpersonal engagement and well-being. These findings shed light on the highly charged emotional experience for infants when they transition to institutional care, and how these might be ameliorated in practice.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSAGE Publications
dc.relation.ispartofseriesJournal of Early Childhood Research
dc.rightsCC BY 4.0
dc.subject.otherECEC
dc.subject.otherinfancy
dc.subject.otherinfant transitions
dc.subject.otherteacher
dc.subject.othersocial
dc.subject.otheremotional
dc.titleInfants’ emotional and social experiences during and after the transition to early childhood education and care
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202309115043
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineLapset, perheet ja sosiaalinen kestävyysfi
dc.contributor.oppiaineHyvinvoinnin tutkimuksen yhteisöfi
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiaineSocial Sustainability for Children and Familiesen
dc.contributor.oppiaineSchool of Wellbeingen
dc.contributor.oppiaineEarly Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange88-105
dc.relation.issn1476-718X
dc.relation.numberinseries1
dc.relation.volume22
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s) 2023
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber321374
dc.subject.ysovarhaiskasvatus
dc.subject.ysosiirtymävaiheet
dc.subject.ysokokemukset
dc.subject.ysovuorovaikutus
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysovauvat
dc.subject.ysotunteet
dc.subject.ysososiaalinen vuorovaikutus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1650
jyx.subject.urihttp://www.yso.fi/onto/yso/p21130
jyx.subject.urihttp://www.yso.fi/onto/yso/p3209
jyx.subject.urihttp://www.yso.fi/onto/yso/p10591
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p15937
jyx.subject.urihttp://www.yso.fi/onto/yso/p3485
jyx.subject.urihttp://www.yso.fi/onto/yso/p10590
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1177/1476718x231195706
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationThe authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Funding for this project was provided by Pedagogies of Educational Transitions (POET); RMIT University in Melbourne’s Enabling Capability Platform fund; Cognition Trust, NZ; University of Waikato, NZ; University of Canterbury, NZ; Te Rito Maioha, NZ; Inspired Kindergartens; Academy of Finland; University of Arkansas Delta Kappa Gamma Educational Foundation. The Finnish subproject was funded by Research Council of Finland (project no 321374).
dc.type.okmA1


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