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This study explored the process of preparing three pre-service early childhood teachers to enact primary caregiving as a framework for learning about practicing early care and education with infants. Using semi-structured interviews and students’ weekly journals during a one-semester infant practicum at a university-affiliated childcare setting, our findings revealed that a primary care system has multiple advantages as a vehicle for learning about infant development and practice, making connections between theory and practice, enhancing a sense of professionalism, and providing more equitable and individualized practice with infants. This study supports the significance of relationship-based care in the context of a primary care system in high quality infant care and early childhood teacher education and offers new insight to the field.