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Eighteen pre-service teachers used a structured reflection template and produced reflective practice questions. Content and pronoun analysis indicate emphasis on children’s learning continuity, personal skill development, and social-emotional growth.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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|\n\n2015  \nThinking differently about infants and toddlers: Exploring the reflections of future Australian early childhood teachers in Australia  \nSusanne Garvis  \nUniversity of Gothenburg, [susanne.garvis@gmail.com](susanne.garvis@gmail.com)  \nDonna Pendergast  \nGriffith University, d.pendergast@griffith.edu.au  \nRecommended Citation  \nGarvis, S., & Pendergast, D. (2015). Thinking differently about infants and toddlers: Exploring the reflections of future Australian early childhood teachers in Australia. Australian Journal of Teacher Education, 40 (4).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol40/iss4/7](http://ro.ecu.edu.au/ajte/vol40/iss4/7)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss4/7](http://ro.ecu.edu.au/ajte/vol40/iss4/7)  \nAustralian Journal of Teacher Education  \nThinking differently about infants and toddlers: Exploring the reflections of future Australian early childhood teachers  \nSusanne Garvis  \nUniversity of Gothenburg, Sweden  \nDonna Pendergast  \nGriffith University, Australia  \nAbstract: In Australian early childhood teacher education programs there is  \ntypically a greater focus on the age group of kindergarten children compared to  \nthat of infants and toddlers (Garvis, Lemon, Pendergast and Yim, 2013). As a  \nconsequence, pre-service teachers may have little opportunity to interact and  \nlearn about this important age range. This paper reports on the incorporation  \nof videos of young child and educator interaction into early childhood teacher  \neducation programs at one Australian university. The cohort of pre-service  \nteachers (18) were asked to think in a structured way about the videos with the  \nhelp of a structured reflection template, which challenged them to apply higher  \norder thinking with regard to the scenarios presented. As a culminating point of  \nthe template, the pre-service teachers were asked to create a reflective practice  \nquestion to improve their professional practice. In this study, the reflective  \nquestions were analysed using content and pronoun analysis. Findings suggest  \nthat the pre-service teachers were focused on the continuity of learning of  \nyoung children, personal skill development and social emotional development.  \nTo a lesser degree reflections explored working with families. The pronoun of  \n‘we’ also appeared as the most likely response on personal reflective questions.  \nThis suggests the future teachers had already positioned themselves within the  \ngroup of early childhood teachers, indicating a strongly developed professional  \nidentity.  \nIntroduction  \nIncreasingly, researchers believe that reflection is a vital process for all professionals to develop competence and understandings of their field (Miller, Cable and Devereux, 2005) . It is therefore important that early childhood educators are equipped with the capabilities to engage in reflective practice, allowing them to extend their professional knowledge, skills and competences (Department of Education, Employment and Workplace Relations, 2009) . The skills for reflective practice are often developed during engagement with practice itself in early childhood teacher education. During this time pre-service teachers have the opportunity to learn the processes to reflect between theory and practice setting them up well for their professional lives.  \nThis study focuses specifically on the age group infants and toddlers. It explores the reflections pre-service teachers have about working with infants and toddlers. Pre-service teachers learn about infants and toddlers through their subjects at university and by spending a minimum of ten-days in a placement with infants and toddlers. However, ten-days may only provide a limited opportunity for pre-service teachers to link theory with practice. In light of this limited time allocation, an alternative to accessing the a","cbCaisj1JbfijEUz","https://ap.wps.com/l/cbCaisj1JbfijEUz","pdf",139519,15,"English","# Abstract\n# Introduction\n# Early Childhood Teacher Education","[{\"question\":\"Why does the study focus on infants and toddlers in early childhood teacher education?\",\"answer\":\"The study highlights that pre-service teachers often have limited chances to connect theory with practice for infants and toddlers due to constrained placement time, so it investigates video-based alternatives to provide exposure.\"},{\"question\":\"How were the videos used in the teacher education program?\",\"answer\":\"Eighteen third-year pre-service teachers watched videos of educator and child interactions and engaged in structured reflection to strengthen links between theory and practice.\"},{\"question\":\"What did the analysis of reflective questions reveal?\",\"answer\":\"Findings from content and pronoun analysis suggest pre-service teachers mainly focused on learning continuity, personal skill development, and children’s social-emotional development, with less attention to working with families and frequent use of “we” in personal reflective responses.\"}]","Thinking differently about infants and toddlers: Exploring the reflections of future Australian early childhood teachers - Article 7 | PDF",1792077539,38]