How the early years learning framework can help shift pervasive beliefs of the social sand emotional capabilities of infants and toddlers

Journal article


Salamon, Andi. (2011). How the early years learning framework can help shift pervasive beliefs of the social sand emotional capabilities of infants and toddlers. Contemporary Issues in Early Childhood. 12(1), pp. 4 - 10. https://doi.org/10.2304/ciec.2011.12.1.4
AuthorsSalamon, Andi
Abstract

The introduction of Belonging, Being and Becoming: the Early Years Learning Framework for Australia (EYLF) offers the potential for a change in collective thinking about the social and emotional capabilities of infants and toddlers. Classical theories of young children's development have held that infants and toddlers are egocentric in being and engage predominantly in solitary play. Common perceptions of important social behaviours such as social and emotional perception, action and understanding are thought to develop primarily in the preschool years. Grounded in an image of the child as able to contribute to his or her own learning, the strong theoretical base of the EYLF affords a view of infants and toddlers as intentional and active participants in their world. This article explores popular societal misconceptions of the social and emotional capacities of infants and toddlers, and uses both psychological and contextual research to put forth a more accurate view. Reflection on the philosophical grounding of the EYLF shows the place of infants and toddlers within it, while examples in practice of observations of children and interpretations of educators help support this. Discussion of a strengths-based view of using the EYLF to document and communicate the learning of infants and toddlers shows how early childhood professionals can act as advocates to reconceptualise towards a common view of infants and toddlers as active learners.

Year2011
JournalContemporary Issues in Early Childhood
Journal citation12 (1), pp. 4 - 10
PublisherTriangle Journals Ltd
ISSN1463-9491
Digital Object Identifier (DOI)https://doi.org/10.2304/ciec.2011.12.1.4
Scopus EID2-s2.0-79955657947
Page range4 - 10
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
Permalink -

https://acuresearchbank.acu.edu.au/item/8674x/how-the-early-years-learning-framework-can-help-shift-pervasive-beliefs-of-the-social-sand-emotional-capabilities-of-infants-and-toddlers

Restricted files

Publisher's version

  • 118
    total views
  • 0
    total downloads
  • 2
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Rationale, design and methods protocol for participatory design of an online tool to support industry service provision regarding digital technology use ‘with, by and for’ young children
Edwards, Susan, Nolan, Andrea, Henderson, Michael, Grieshaber, Susan, Highfield, Kate, Salamon, Andi, Skouteris, Helen and Straker, Leon. (2020). Rationale, design and methods protocol for participatory design of an online tool to support industry service provision regarding digital technology use ‘with, by and for’ young children. International Journal of Environmental Research and Public Health. 17(23), p. 8819. https://doi.org/10.3390/ijerph17238819
Building parents’ understandings of quality early childhood education and care and early learning and development: changing constructions to change conversations
Fenech, Marianne, Salamon, Andi and Stratigos, Tina. (2019). Building parents’ understandings of quality early childhood education and care and early learning and development: changing constructions to change conversations. European Early Childhood Education Research Journal. 27(5), pp. 706-721. https://doi.org/10.1080/1350293X.2019.1651972
Interwoven identities in infant and toddler education and care: "What do you think babies will do with clay? Make pots?!"
Stratigos, Tina and Salamon, Andi. (2019). Interwoven identities in infant and toddler education and care: "What do you think babies will do with clay? Make pots?!". In In Salamon, Andi and Chng, Angela (Ed.). Multiple early childhood identities pp. 51-64 Routledge. https://doi.org/10.4324/9780429444357-5
Infants' practices: Shaping (and shaped by) the arrangements of early childhood education
Salamon, Andi. (2017). Infants' practices: Shaping (and shaped by) the arrangements of early childhood education. In In K. Mahon, S. Francisco and S. Kemmis (Ed.). Exploring education and professional practice: Through the lens of practice architectures pp. 83 - 99 Springer Science+Business Media Singapore. https://doi.org/10.1007/978-981-10-2219-7_5
Praxis in early childhood research with infants and educators
Salamon, Andi. (2017). Praxis in early childhood research with infants and educators. European Early Childhood Education Research Journal. 25(3), pp. 450 - 461. https://doi.org/10.1080/1350293X.2017.1308168
Flourishing on the margins: a study of babies and belonging in an Australian Aboriginal community childcare centre
Harrison, Linda J., Sumsion, Jennifer, Bradley, Ben, Letsch, Karen and Salamon, Andi. (2017). Flourishing on the margins: a study of babies and belonging in an Australian Aboriginal community childcare centre. European Early Childhood Education Research Journal. 25(2), pp. 189 - 205. https://doi.org/10.1080/1350293X.2017.1288015
Infants draw on ‘emotional capital’ in early childhood education contexts: A new paradigm
Salamon, Andi, Sumsion, Jennifer and Harrison, Linda J.. (2017). Infants draw on ‘emotional capital’ in early childhood education contexts: A new paradigm. Contemporary Issues in Early Childhood. 18(4), pp. 362 - 374. https://doi.org/10.1177/1463949117742771
Implicit theories and naïve beliefs: Using the theory of practice architectures to deconstruct the practices of early childhood educators
Salamon, Andi, Sumsion, Jennifer, Press, Frances and Harrison, Linda. (2016). Implicit theories and naïve beliefs: Using the theory of practice architectures to deconstruct the practices of early childhood educators. Journal of Early Childhood Research. 14(4), pp. 431 - 443. https://doi.org/10.1177/1476718X14563857
Early childhood educators' conceptions of infants' capabilities: The nexus between beliefs and practice
Salamon, Andi and Harrison, Linda. (2015). Early childhood educators' conceptions of infants' capabilities: The nexus between beliefs and practice. Early Years. 35(3), pp. 273 - 288. https://doi.org/10.1080/09575146.2015.1042961
Ethical symmetry in participatory research with infants
Salamon, Andi. (2015). Ethical symmetry in participatory research with infants. Early Child Development and Care. 185(6), pp. 1016 - 1030. https://doi.org/10.1080/03004430.2014.975224