托班环境创设的研究；回应性照护的理论视角

回应性照护对婴幼儿的早期发展具有重要意义,不仅能促进婴幼儿大脑发育、情绪和语言能力的发展,还能增强亲子依恋关系,促进其社会性发展。本文从回应性照护的测量工具、影响因素、干预实践3个方面对国内外婴幼儿回应性照护的研究现状进行综述,以期为婴幼儿回应性照护的研究提供理论借鉴。

目的 分析婴幼儿回应性照护水平与照护者社会支持之间的关系,为提高婴幼儿回应性照护水平提供理论依据。方法 采用横断面调查,于2023年3月—2024年1月对武汉市武昌区妇幼保健院儿童保健门诊健康体检的896例婴幼儿开展调研。采用一般资料调查表、社会支持量表和婴幼儿回应性照护量表进行问卷调查。分析照护者社会支持与社会婴幼儿回应性照护间的相关性,并分析其影响因素。结果 回应性照护水平与儿童健康状况(Z=-4.127)、儿童保险(H=10.873)、父亲文化程度(H=9.092)、母亲文化程度(H=9.254)、家庭人均月收入(H=9.642)以及夫妻关系(H=44.810)有关(P<0.05)。婴幼儿回应性照护与社会支持呈显著正相关(r=0.176,P<0.01)。多元线性回归分析显示,控制人口学因素后,社会支持对婴幼儿回应性照护水平仍具有显著正向影响(β=0.206,95%CI:0.08~0.25,P<0.01)。结论 社会支持影响婴幼儿回应性照护水平,卫生医疗保健人员应为婴幼儿照护者提供养育照护知识指导,帮助其提高婴幼儿回应性照护水平。

目的了解1~3岁儿童家庭养育环境与回应性照护的现况及相关性,为开展婴幼儿回应性照护指导服务提供理论依据。方法2023年3—9月期间,采用横断面调查方式,对武汉市1~3岁儿童父母进行一般人口学资料及婴幼儿回应性照护调查,应用家庭养育环境量表、回应性照护评价量表评估婴幼儿的家庭养育环境及回应性照护状况,并分析相关影响因素。结果共纳入244例儿童,其中男126例(51.6%)、女118例(48.4%),婴幼儿平均年龄为(2.52±0.71)岁。主要照顾者(F=18.705)、喂养方式(F=6.248)、医疗保险(F=54.252)、母亲文化程度(F=18.834)、父亲文化程度(F=33.149)、家庭户籍(t=11.363)、母亲全职工作(t=-5.394)、父母平均月收入(F=16.067)、夫妻关系(F=10.299)、子女数量(F=7.114)、家庭养育环境(t=6.521)对婴幼儿回应性照护能力差异均有统计学意义(P<0.05)。家庭养育环境与婴幼儿回应性照护能力呈显著正相关关系(r=0.422,P<0.01)。线性回归分析显示,家庭养育环境中的语言认知(β=0.206,95%CI:0.06~1.20)和忽视惩罚维度(β=-0.117,95%CI:-0.86~-0.08)对婴幼儿回应性照护能力的影响差异有统计学意义(P<0.05)。结论家庭养育环境和婴幼儿回应性照护之间密切相关,儿科医疗保健人员应提高婴幼儿主要照顾者的回应性照护知识与技能,为婴幼儿构建良好的家庭养育环境,助力婴幼儿早期的发展。

回应性照护作为婴幼儿托育服务的核心理念与能力要求，已成为托育专业人才培养的关键目标。本文基于“岗课赛证”融通理念，针对高职院校婴幼儿托育专业学生回应性照护能力培养存在的课程与实践脱节、评价机制单一、资源整合不足等问题，探索构建以真实岗位需求为导向、以能力进阶课程为基础、以职业技能竞赛为驱动、以行业权威证书为认证的“四位一体”培养路径，旨在提升学生专业核心素养，满足托育行业高质量发展的人才需求。

ABSTRACT Transitioning into child care can bring complex emotional tensions and have a lasting and powerful impact on future separations and caregiving encounters. Despite the increasing number of children in child care programmes and the complexity surrounding the phenomenon, little attention has been given to especially very young children's entry into child care settings and their daily transitional experiences. Using a phenomenological multi-case study approach, we aimed to capture children's daily experiences from their perspectives, by looking closely at their behaviours, movements, and talk, supplemented by parents’ and teachers’ perceptions and reflections on the children's experiences. Our data illuminate the diverse ways a group of toddlers new to childcare navigated the process of becoming members of the classroom community, the differences in their subtle and overt emotional tensions, verbal and non-verbal communication styles, and evolving identity and agency. Teachers’ roles unfolded in response to children's diverse needs and ways of being.

… assessment process and enhance the quality of their classrooms. During the past seven years, we … ZH KDYH IRXQG helpful for enhancing toddlers’ learning environments. These are …

… -being and toddler classroom emotional environments are discussed. … toddler, preschool, and school-age classrooms, the current study reports only findings from the toddler classrooms. …

… enriching environments for infant and toddler classrooms. The ERS have helped to highlight the lower global quality of infant and toddler classrooms compared to preschool classrooms …

… Understanding toddler child care environments and teacher–child interactions is important to building knowledge of how children are learning and developing. It is expected that within …

OBJECTIVE To examine whether toddlers' IC-related performance differed across classroom periods with and without sound-absorbing materials. METHODS A field-based alternating intervention was conducted in a Japanese nursery classroom (N = 30; age = 24.3-39.3 months). Sound-absorbing materials were installed during two phases and removed during an intervening phase. Existing classroom recordings from four days in each phase were analyzed to characterize sound levels and reverberation times were measured across two phases. IC was assessed using a delay-of-gratification task and analyzed using logistic mixed-effects models. Teachers also completed the Self-Regulation Assessment Scale for Early Childhood for a subset of children. RESULTS Modest reductions in reverberation time and sound levels were observed during the phases with the sound-absorbing materials installed.　Children showed significantly higher odds of task success during both With-installation phases than during the Without-installation phase, although individual response patterns were heterogeneous. The proportion of children waiting successfully for 300 s was lowest during the Without-installation phase, but substantial individual variability was observed. Teacher ratings collected for a limited subset of children showed a broadly similar pattern. CONCLUSIONS Toddlers' IC-related performance differed across classroom periods with and without sound-absorbing materials. These findings provide preliminary field-based evidence that the classroom intervention may have modified multiple aspects of the classroom environment, including teachers' behaviors and teacher-child interactional processes, thereby contributing to variation in toddlers' IC-related performance. Future studies should determine the relative contributions of acoustic and non-acoustic pathways underlying these intervention-related changes.

This chapter concentrates on (re)considerations regarding agency, power, and toileting practices during time as a toddler teacher in an early years centre. Moving between post-structuralist and posthuman theories to highlight the complexities of toileting practices in the early years classroom, the chapter details how the author’s thinking and inquiry into teaching has shifted and expanded. Through this (re)considering, teachers’ relations to children’s bodies, the “intra-actions” between the more-than-human, and our entangling agencies ( Barad, 2007 ; Bennett, 2010 ) are explored within the context of toileting.

… was better served in environments exclusively with other … of and requirement for a least restrictive environment; that is, … priorities to life in an inclusive infant and toddler classroom. …

Abstract The present study investigated the measurement properties of the Classroom Assessment Scoring System (CLASS) Toddler using data from 276 classrooms and 375 teachers in Dutch early childhood education and care provisions. First, confirmatory factor analyses based on the CLASS Toddler indicators confirmed the eight-dimension structure of the instrument. Second, a three-domain structure, involving Emotional Support, Behavioral Support and Engaged Support for Learning, fitted the data better than the commonly found two-domain structure that combines Emotional and Behavioral Support into one domain. Third, using Item Response Theory (IRT), we found good item difficulty and discrimination parameters of the CLASS Toddler indicators. Finally, significant associations were found between the CLASS Toddler domains and children-to-staff ratio, teachers' work experience and provided play and literacy activities, supporting the criterion validity of the instrument. Taken together, these results showed adequate measurement quality of the CLASS Toddler. Implications for practice are discussed.

Abstract Finding affordable child care, especially for infants and toddlers, is incredibly challenging for low-income families. Child care subsidies can assist low-income working families with accessing child care and by expanding slots available for the youngest children. However, little is known about how workforce-, classroom-, and program-level predictors of quality vary across child care programs that serve low-income infants and toddlers. The current study fills a critical gap in the existing literature by comparing regulatable features of infant and toddler programs in moderate- and high- poverty areas that serve children paid for with child care subsidies with other publicly and non-publicly funded programs using nationally representative data from the 2012 National Survey of Early Care and Education (n=1,091). Our results show that while programs serving children receiving child care subsidies tend to fall short of other publicly funded programs (i.e., Early Head Start) as it relates to the program-level indicators of quality, programs that serve children receiving subsidies typically have smaller group sizes than Early Head Start. In addition, though they tend to be less educated and are compensated at lower rates, the workforce in subsidized programs are more likely to report that they work to help children and families. Our findings suggest specific features of the workforce, classrooms, and programs that are regulated by federal, state, and local funding streams and policies that could be targeted to better support access for quality infant and toddler care, particularly for low-income families.

The home learning environment (HLE) plays a crucial role in children's early development. Most research on the associations between the quantity and quality of the HLE and infant and toddler development has been conducted with North American and Western European samples. This is a synthesis of studies on HLE that examine associations with cognitive and socioemotional skills across the first 3 years of life in Latin America and the Caribbean (LAC). Studies reviewed were published between 2000 and 2025 and involved ethnically diverse samples. The article identifies key findings and discusses methodological and conceptual limitations in the studies. The article concludes by offering five recommendations and directions for research specifically in the LAC region: 1) emphasize more culturally relevant operationalizations; 2) investigate the interactive effects of the HLE components on young child development; 3) move beyond the frequency of home literacy activities; 4) incorporate the caregiver's cognition and behavior measures; and 5) explore bidirectional associations between HLE and young children's development. Expanding research efforts in this area beyond North America and Western Europe will contribute to a more inclusive, diverse, and globally representative infant developmental science.

It is well documented that the language skills of preschool children differ substantially and that these differences are highly predictive of their later academic success and achievements. Especially in the early phases of children’s lives, the importance of different structural and process characteristics of the home learning environment (HLE) has been emphasized and research results have documented that process characteristics such as the quality of parental interaction behavior and the frequency of joint activities vary according to the socio-economic status (SES) of the family. Further, both structural and process characteristics are associated with children’s language development. As most of the studies focus on single indicators or didn’t take the dynamics of parenting behavior across age into account, the present paper aims to investigate the associations of different characteristics of the home learning environment as well as their potentially changing impact on the language skills of 2-year-old children. Using data of 2.272 families of the infant cohort study of the German National Educational Panel Study (NEPS), longitudinally assessed process characteristics (sensitivity in the sense of maternal responsivity to the child’s behavior and signals in mother–child interaction; maternal stimulation behavior which goes beyond the child’s actual level of action and development; frequency of joint picture book reading) and structural characteristics (mother’s education, equivalised household income, parental occupational status) were considered. Language skills (vocabulary and grammar) of the children at the age of two were measured by a standardized and validated parent report instrument (child language checklist). Results showed that (1) all three process characteristics of the home learning environment (HLE) are associated with the family’s SES; (2) across three assessment waves nearly all process characteristics predicted children’s vocabulary and grammar skills with some process-specific changes across waves; (3) despite separate direct effects of nearly all HLE-process characteristics in each wave, the amount of explained variance in a joint model including the HLE facets from each wave is hardly higher than in the separate models; and (4) socioeconomic background predicted both language facets of the children in each model even when controlling for the assessed process characteristics of the home learning environment.

… learning environment (HLE) at the population level, many low-income families do provide stimulating home environments for … with positive home environments among families who face …

… Positive learning environments support children's learning. … the psychosocial environment that support literacy learning. A … environment are of particular importance in literacy learning: …

This study was conducted to examine the teaching and learning approaches implemented at Taska Al-Baghdadi through an interview with an experienced educator. The findings reveal that the learning through play approach forms the core foundation in supporting children’s holistic development, covering cognitive, physical, emotional, and social aspects. Key strengths include the use of creative teaching aids, well planned thematic activities according to age groups, and an emphasis on enjoyable learning experiences beyond academics. However, several challenges were identified, such as classroom management issues and helping new children adapt to daily routines. In conclusion, the teaching practices at Taska Al-Baghdadi reflect a strong commitment to providing high quality early childhood education aligned with child development theories and parents’ aspirations for their children’s well being and overall growth from an early age.

… the quality of infant and toddler learning environments. The current study suggests that infant classrooms scored higher on several ITERS-R factors than toddler classrooms, indicating …

The premiere volume in the STEM for Our Youngest Learners Series introduces the Infant Toddler Inquiry Learning Model, a new way to think about how young children (birth–age 3) explore, think, and learn STEM. Accessible to educators from a wide range of educational backgrounds, it is designed specifically to help guide the implementation of STEM experiences into the early childhood curriculum. Readers will see how the model works in real life; how STEM topics can be naturally embedded in daily routines and activities; and how to observe, understand, and interact with children as they explore. This accessible guide presents content and pedagogy aligned with what is known about how children learn and also addresses the challenges educators encounter when implementing STEM with infants and toddlers. Each volume in this new series includes vignettes showing educators and children engaging in inquiry learning, guidance for selecting materials and arranging the learning environment, modifications and accommodations for diverse learners, establishing adult learning communities to support professional development, and more.

… The present study has focused on the form joint attention takes in infant toddler ECEC … of the mutual contributions of both educator and infant across the entire duration of the joint …

… toddlers. Although the IT-HOME scale includes the same items for use in homes with infants and toddlers… would cohere in the same way for infants under age 1 and toddlers aged 1 or 2. …

… , environments for infants and toddlers have been mapped onto settings designed for adults. But infant and toddler … This is particularly important when the infant-toddler environment is …

… Space considerations: Materials in the learning environment in three majority world preschool settings. International Journal of Early Years Education, 16(3), 189–201. doi: 10.1080/…

… to include infant and toddler development, … Infant Program in Palo Alto, California, where Magda Gerber taught her unique philosophy of respect and responsiveness for infant-toddler …

ABSTRACT This study aims to enhance our knowledge of the associations between the quality of the language-learning environment in toddler childcare groups and children’s vocabulary development from age 3 to age 5. Participants were 1,131 children (48% girls; age at T1 assessment: M = 35.5 months, SD = 2.7; age at T2 assessment: M = 60.3 months, SD = 1.4) from 206 toddler groups from 93 centres. Multilevel analysis showed that the quality of the language-learning environment experienced in toddler groups was associated with verbal ability at age 5 when controlling for verbal ability at age 3 and the quality experienced in kindergarten groups at age 5. These results indicate that toddler language-learning environments characterised by responsive staff, extended talk, and facilitating conversations promote vocabulary development. The effect, albeit small in magnitude, points to the importance of a rich and varied language-learning environment during the early years. Implications for policy and practice are discussed.

Attachment and caregiving - 1