Supporting educators’ emotional work with infants and their families around transitions at the start of the day

Abstract

ABSTRACT This article describes the professional development program, Baby Playspace Learning (BPL), and evaluates its capacity to build close relationships between educators, parents, their infants and infant peers during the morning transitions in ECEC settings. Using a pre-post design, video recordings of 20 (10 pre and 10 post) morning transitions were collected across a 12-month period and analysed for developing closeness, by measuring the frequency of triangular interactions, educators’ use of relational language and physical availability (sitting down, being still and holding infants in a curled position to relax). All measures of closeness increased significantly post-test, indicating that BPL created more opportunities for building closeness between all parties. BPL can enhance educator professionalism by showing educators how to engage in practices that help them to realise close relationships in a group setting. This gives parents, infants and infant peers the experience of belonging to a secure base culture where closeness is valued.