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  • Infant Educators' Reported Conceptions of, and Approaches to, Infant Language Development: How do They Relate to Educator Qualification Level?

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    Author(s)
    Han, Feifei
    Degotardi, Sheila
    Griffith University Author(s)
    Han, Feifei D.
    Year published
    2020
    Metadata
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    Abstract
    This study examined infant educators’ conceptions of infant language development and approaches to supporting the development. The phenomenographic analyses of interviews with 59 educators identified five and six hierarchically related conceptions and approaches respectively. The conceptions were broadly distinguished as deep or surface conceptions; and the approaches were categorized as infant-centred or infant-peripheral approaches. Positive relation was found between the deep conceptions and the infant-centred approaches on the one hand, and positive association was observed between the surface conceptions and the ...
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    This study examined infant educators’ conceptions of infant language development and approaches to supporting the development. The phenomenographic analyses of interviews with 59 educators identified five and six hierarchically related conceptions and approaches respectively. The conceptions were broadly distinguished as deep or surface conceptions; and the approaches were categorized as infant-centred or infant-peripheral approaches. Positive relation was found between the deep conceptions and the infant-centred approaches on the one hand, and positive association was observed between the surface conceptions and the infant-peripheral approaches on the other hand. The conceptions and approaches were also related to the educators’ level of qualification. Bachelor-qualified educators tended to hold deep conceptions and to report using infant-centred approaches; whereas non-bachelor-qualified educators were more likely to have surface conceptions and to report infant-peripheral approaches. Our findings highlight the importance of the presence of well-qualified educators in supporting language development of very young children in the infant early childhood education and care programs.
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    Journal Title
    Early Childhood Education Journal
    DOI
    https://doi.org/10.1007/s10643-020-01070-4
    Copyright Statement
    © 2020 Springer Netherlands. This is an electronic version of an article published in Early Childhood Education Journal, 2020. Early Childhood Education Journal is available online at: http://link.springer.com// with the open URL of your article.
    Subject
    Education systems
    Social Sciences
    Education & Educational Research
    Educators' conceptions and approaches
    Infant language development
    Educators' qualification
    Publication URI
    http://hdl.handle.net/10072/396440
    Collection
    • Journal articles

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