Collaborative forum: An affective space for infant–toddler educators’ collective reflections


Gloria Quiñones
Liang Li
Avis Ridgway
Monash University

A growing international movement to improve the quality of education and care for infants and toddlers is prevalent in the current research agenda. However, recent research on infant–toddler education is yet to provide a holistic view of the specialised practices for this age group. Drawing upon Vygotsky’s cultural-historical theory, a holistic view is used to investigate collective reflection in order to transform educators’ professional practices. Data consisted of video observations of educators’ practices and three collaborative forums. Participants included six educators who worked in three long day care centres. The collaborative forums aimed for collective reflections, and educators were positioned as agents of change. Findings revealed challenges in practice and educators’ motivational systems—their aspirations for their work were important for improving practice. Collaborative forums offered an affective space for educators’ collective reflections. Implications show that when thinking occurs collectively, educators are able to reflect on their emotions and aspirations for the education of infants and toddlers.

Australasian Journal of Early Childhood—Volume 43 Number 3 September 2018.

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