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Caregiver knowledge base as evident in reflections on infant experiences in day care

By Joanne M. Brownlee, Kym A. Irving, Donna C. Berthelsen, Gillian M. Boulton-Lewis and Andrea R. McCrindle

Abstract

This paper presents a framework for analysing caregiver reflections on infant experiences in long day care. The routine and non-routine experiences of infants are illustrated through the descriptions and reflections provided by caregivers from eight centres during stimulated recall interviews (c.f. Meade & McMenimam, 1992). The caregivers ranged in age from 24 to 48 years and averaged 11 years in child care (range 5 to 20 years) with the majority holding a child care qualification. The interview responses were analysed in relation to the forms of knowledge expressed by caregivers: declarative (knowing that something is the case), procedural (knowing how to do something), and conditional (justifying strategies or procedural knowledge in terms of declarative knowledge). In addition, the extent to which responses reflected naïve (little or no evidence of theoretical knowledge) or informed (evidence of theoretical knowledge and relational understanding of concepts) knowledge base was identified. The degree to which integration of naïve and informed knowledge was apparent in the caregivers’ reflections on practice and infant development is discussed, along with implications for practice and training in infant care

Topics: 130102 Early Childhood Education (excl. Maori), 130309 Learning Sciences
Year: 1997
OAI identifier: oai:eprints.qut.edu.au:12359
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