'It's the little bits that you have enabled me to see'. Reconceptualising the voices of babies using the video interaction dialogue model with early years educators

'It's the little bits that you have enabled me to see'. Reconceptualising the voices of babies using the video interaction dialogue model with early years educators

Grounded in Froebelian Principles, infused with Bakhtin's Dialogism, this paper draws from a larger ethnographic doctoral study to illuminate the way seven Early Childhood Educators based in England reflect on, and reconceptualise the voices of babies through engagement with a new reflective mo...

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Bibliographic Details
Published in:Early years (London, England) Vol. 43; no. 3; pp. 606 - 625
Main Author: Guard, Caroline
Format: Journal Article
Language:English
Published: Abingdon Routledge 27-05-2023
Taylor & Francis Ltd
Subjects:
Babies
dialogism
Dialogs (Language)
early childhood educators
Early Childhood Teachers
Foreign Countries
Infants
interactions
Personal Autonomy
Reflection
Speech Communication
Teacher Attitudes
Teacher Role
Teachers
Video Technology
voice
Young Children
United Kingdom (England)
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Summary:Grounded in Froebelian Principles, infused with Bakhtin's Dialogism, this paper draws from a larger ethnographic doctoral study to illuminate the way seven Early Childhood Educators based in England reflect on, and reconceptualise the voices of babies through engagement with a new reflective model, Video Interaction Dialogue (VID). Through a process of rewinding and slowing down time, individuals reflected on the emotional dimensions of interactions with babies to uncover how their voices manifest in practice. Conflict between personal dispositions, professional responsibility and opposing forces in the broader environmental climate occurred but, stepping back from authoritative, regulated pressures in the nursery environment promoted opportunities for new ways of thinking to emerge. Analysis of data was framed within a Cultural Historical Wholeness Approach, examining societal, institutional, and personal dimensions. Three dominating themes emerged: Reconceptualization of babies' voice and agency, Empowerment, Reaffirmed value in professional role. Fundamentally, educators embarked on a journey becoming highly conscious of their own actions enacting an increased integrity and confidence to reframe the voice of babies as a valued aspect of institutional practice.
ISSN:0957-5146
1472-4421
DOI:10.1080/09575146.2023.2190498