Caregivers’ epistemological beliefs in toddler programs
One important structural indicator of child care quality identified consistently from research is the educational qualifications and competency of the caregiver. In this focussed qualitative study of 6 caregivers in toddler programs (children aged 18 months to 3 years), caregivers’ beliefs about knowing and learning and their conceptions of good caregiving were explored. The caregivers were videoed within their programs and subsequently asked to describe their epistemological beliefs (about knowing and learning) and conceptions of caregiving during stimulated recall interviews. Two of the caregivers described relativistic epistemological beliefs. In contrast, the remaining four caregivers held multiplistic and mixed epistemological beliefs and lacked the same degree of reflectivity in their responses as the two caregivers with relativistic belief systems. Furthermore, the caregivers with relativistic epistemological beliefs held sophisticated conceptions of caregiving which integrated ideas and made more linkages between teaching and learning. The caregivers with multiplistic and mixed epistemological beliefs described caregiving with unrelated ideas and did not identify links between teaching and learning. Implications of the research findings for the education and professional development of caregivers are discussed.
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|Item Type:||Journal Article|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2002 Taylor & Francis|
|Copyright Statement:||First published in Early Child Development and Care 172(5):pp. 503-516.|
|Deposited On:||29 Jun 2005 00:00|
|Last Modified:||20 Mar 2013 01:03|
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