A1 Journal article (refereed)
Expectations and emotions concerning infant transitions to ECEC : international dialogues with parents and teachers (2020)

White, E. J.; Rutanen, N.; Marwick, H.; Amorim, K. Souza; Karagiannidou, E.; Herold, L. K. M. (2020). Expectations and emotions concerning infant transitions to ECEC : international dialogues with parents and teachers. European Early Childhood Education Research Journal, 28 (3), 363-374. DOI: 10.1080/1350293X.2020.1755495

JYU authors or editors

Publication details

All authors or editors: White, E. J.; Rutanen, N.; Marwick, H.; Amorim, K. Souza; Karagiannidou, E.; Herold, L. K. M.

Journal or series: European Early Childhood Education Research Journal

ISSN: 1350-293X

eISSN: 1752-1807

Publication year: 2020

Volume: 28

Issue number: 3

Pages range: 363-374

Publisher: Routledge

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/1350293X.2020.1755495

Open Access: Publication channel is not openly available

Publication is parallel published: https://strathprints.strath.ac.uk/71349/

Abstract

Although a large body of literature recognises the impact of parent-teacher relationships on infant everyday experiences, less is known about the emotional experience and associated expectations of the adults themselves during earliest transitions. In the context of a multi-site international investigation across five countries – Brazil, Finland, Scotland, New Zealand, and the United States – the present paper examines teacher and parent interviews to reveal expectations prior to and after the transition to ECEC, highlighting the associated emotions that arise during this process. Irrespective of whether expectations are met, parents universally express insecurities and fears in relation to the transition. Parents are aware of the impact that the various aspects of the ECEC setting have on their child, and acknowledge difficulty in relinquishing control of the care of their child. Despite these concerns, parents consistently articulate their strong trust in the institution and the professional expertise of the staff. Correspondingly, teachers are keenly aware of the importance of their role in supporting families, and hold certain expectations for how the transition experience will play out accordingly. Regardless of country of context, the study shows that clear communication surrounding both centre and parental expectations establishes high levels of trust and ameliorates anxiety. Teacher-parent dialogues concerning routines, preferences, and anticipations are seen as pivotal in supporting a positive transition for all.

Keywords: early childhood education and care; ECEC partnership; babies; parents; early childhood education and care teachers; expectations; emotions

Free keywords: transition; infant; parent; infant teacher; ECEC teacher; expectation; emotions pedagogy

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Ministry reporting: Yes

Reporting Year: 2020

Preliminary JUFO rating: 1