Highlighting real-time mother-infant participation and attention supportive behaviours: Proposing implications for purposeful educator-infant interactions DOI Creative Commons
Caroline Cohrssen, Parian Madanipour

Australasian Journal of Early Childhood, Год журнала: 2025, Номер unknown

Опубликована: Март 25, 2025

The Early Years Learning Framework for Australia V2.0 (EYLF; AGDE, 2022) guides education and care children aged from birth to five years. This second version of the EYLF draws attention children’s executive functions (EFs). However, impact inclusion EFs on pedagogy with under three years has received little research attention. We reveal fine-grained interactional phenomena within a mother-infant dyad interaction demonstrate how mother’s conversational turns facilitate three-month-old infant’s autonomous participation sustained throughout collaborative, co-constructed interaction. highlight sequential organisation turns, carefully orchestrated by mother, that creates opportunities infant contribute back-and-forth propose early childhood educators could purposefully replicate some highlighted adult interactions in their talk-in-interaction infants, as these create infants achieve may emergence EFs.

Язык: Английский

Highlighting real-time mother-infant participation and attention supportive behaviours: Proposing implications for purposeful educator-infant interactions DOI Creative Commons
Caroline Cohrssen, Parian Madanipour

Australasian Journal of Early Childhood, Год журнала: 2025, Номер unknown

Опубликована: Март 25, 2025

The Early Years Learning Framework for Australia V2.0 (EYLF; AGDE, 2022) guides education and care children aged from birth to five years. This second version of the EYLF draws attention children’s executive functions (EFs). However, impact inclusion EFs on pedagogy with under three years has received little research attention. We reveal fine-grained interactional phenomena within a mother-infant dyad interaction demonstrate how mother’s conversational turns facilitate three-month-old infant’s autonomous participation sustained throughout collaborative, co-constructed interaction. highlight sequential organisation turns, carefully orchestrated by mother, that creates opportunities infant contribute back-and-forth propose early childhood educators could purposefully replicate some highlighted adult interactions in their talk-in-interaction infants, as these create infants achieve may emergence EFs.

Язык: Английский

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