Relationship-Based Care for Infants and Toddlers

Susan L. Recchia is a professor emeritus in the Department of Curriculum and Teaching at Teachers College, Columbia University. Minsun Shin is an associate professor in the Department of Teaching and Learning at Montclair State University. Eleni Loizou is a professor in the Department of Education and Early Childhood Education Program at the University of Cyprus.

Contents


Foreword Mary Benson McMullen  ix


1.  The Social and Emotional World of Infant–Toddler Childcare  1

Introduction  1

The Power of Relationships as a Context for Social and Emotional Learning  5

Overarching Principles That Guide Relationship-Based Practice  6

Overview With Brief Chapter Descriptions  7

Chapter Summary  9


Part I: Distinctive Infant–Toddler Social Encounters in Childcare


2.  Infant–Toddler Play as an Essential Component of Early Learning and Development  13

Infants’ and Toddlers’ Ways of Learning  13

Infants’ and Toddlers’ Play Experiences  15

Infant–Toddler Play Practices and the Caregiver Role  22

Discussion Questions  29


3.  Friendships Among Infant–Toddler Peers  30

Infant–Toddler Friendships  31

Friendship Experiences and Sociocultural Context  36

Infant–Toddler Caregiving to Support Friendships and Social Experiences  39

Discussion Questions  42


4.  Creative Social Exchanges: Infant–Toddler Humor  43

Humor Definition and Theories  43

Peer Social Encounters as a Catalyst for Humor Development  50

Classroom Learning Environments and Caregiver Roles Support Humor  52

Discussion Questions  57


Part II: Creating Interpersonal Environments That Support Responsive Care


5.  The Complex Role of Infant–Toddler Professionals: Care, Love, Diversity, and Identities  61

Bringing Care, Education, and Love Together  62

Contemplating Emotional Labor  66

Appreciating Diverse Lived Experiences  69

Discussion Questions  73


6.  Becoming an Infant–Toddler Teacher: Ways of Thinking and Ways of Being  74

Relationship-Based Care and the Primary Care System  75

Being With and Learning From Infants and Toddlers  77

Becoming an Infant–Toddler Practitioner Within a Supportive Learning Community  82

Discussion Questions  90


7.  Constellations of Care: Building Caring Infant–Toddler Communities  91

Constellations of Caring/Ethic of Care  92

Valuing Inclusive Practice/Honoring Differences  96

Respecting and Supporting New and Continuing Transitions  98

Capitalizing on Opportunities to Build Community Among Staff, Children, and Families  100

Making Administrative and Policy Decisions That Reflect Relationship-Based Practice  102

Discussion Questions  104


8.  Enduring Reflections for the Field of Infant–Toddler Care and Education  105

Infants and Toddlers as Being and Becoming  105

Infants’ and Toddlers’ Rights to Responsive and Loving Care  107

Infant–Toddler Care as a “Home” for Fostering Community and Subjective Well-Being  109

Concluding Thoughts  110


References  111


Index  127


About the Authors  133