Educators’ understandings of, and support for, infant peer relationships in early childhood settings

Abstract

This research adopted a qualitative methodology to investigate the reported beliefs and pedagogical practices relating to infant peer relationships held by three early childhood infant educators. Thematic analysis was used to derive commonalties and differences that reflected these educators’ views and practices about children’s early peer relationships. Results indicate in-depth understandings about children’s capacities that did not, however, appear to be translated into their reported practice. This research has implications for planning and programming experiences designed for social interactions, along with the significant role of the early childhood educator in recognising and fostering young children’s early peer relationships.