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
Contributing organizations
Related projects
- TRACE - Tracing children’s socio-spatial relations and lived experiences in early
childhood education transitions- Rutanen, Niina
- Academy of Finland
Ministry reporting: Yes
Reporting Year: 2020
Preliminary JUFO rating: 1