What Preservice Students Can Learn About Infant Development and Practice Through Engagement With Primary Caregiving

• In Event: 72.065 - Roundtable Session 30
  In Roundtable Session: 72.065-12 - Issues in Early Childhood Teacher Training and Practice

Abstract

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.

Authors

• Minsun Shin, Montclair State University

• Susan L. Recchia, Teachers College, Columbia University

• Seung Yeon Lee, Ewha Womans University