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This article reports on how symbolic gesturing was applied in a nursery setting. Forms of signing systems have been well documented as contributing to communication, predominately used alongside speech when there is a different mother tongue or a physical impairment [Goodwyn, S. W., & Acredolo, L. P. (1993). Symbolic gesture versus word: Is there a modality advantage for onset of symbol use? Child Development, 6, 688–701]. Symbolic Gesturing (SG) is an emerging area to support pre-verbal infants in communicating more effectively. In this article, SG was evaluated as way of reflecting and developing practitioner's emotional responses and initiations with the infants in their care. The narratives of three practitioners using SG were gathered over several months and revealed how SG created further opportunities for reflection regarding the emotional relationships with infants they cared for. SG was considered a valuable approach to enhancing the emotional interactional connections with infants, resulting in closer, more attuned relationships. [ABSTRACT FROM AUTHOR]

The work of Bruno Bettelheim presents a range of challenges, in respect of its meaning, relevance and, not least, its overall credibility. These have long been apparent in the early years education. Adopting an English perspective, the paper explores a thesis that Bettelheim's work, although fragile in its scientific grounding, has nevertheless held successive generations of educators in its thrall, enabling the maintenance of a focus on the emotional dimension of education. Its importance in contributing to progressing a 'living theory' which helps inform the way that teachers engage with all learners. I suggest that – in common with other historical figures in education – his influence has gradually dissipated, largely absorbed, illustrating this by a set of snapshot observations from two groups of teachers, whose initial teacher training is separated by over 40 years. Ultimately, the paper argues that Bettelheim's contribution to practice should be celebrated for its capacity to trigger a way of personalizing learning – at a time of increasing homogeneity in education systems in England, and even worldwide. [ABSTRACT FROM AUTHOR]

Well-being is a significant concept in research, policy and practice in education, but consensus about what it is is challenging. In addition, the well-being of children under eight is under-researched. Using online surveys, this paper looks at the perspectives of 155 parent/carers and 285 practitioners in England on young children's well-being. In many areas, there were high levels of agreement: the importance of fun and laughter, feeling good about oneself, feeling listened to, good family relationships, time and space to play and opportunities to express thoughts and feelings. Parents/carers emphasized 'love' whilst practitioners emphasized listening to children. Practitioners also strongly emphasized the importance of their relationships with children and parents/carers. The paper concludes that, whilst the perspectives of parents/carers and practitioners are valuable, a full understanding of young children's well-being needs to include their voices as well as those of adults. [ABSTRACT FROM AUTHOR]

The significance of practitioners’ emotions in nursery interactions is evident in vivid accounts from widely different socio-cultural contexts. Work Discussion (WD) is a model of professional reflection distinctive in its attention to emotion in work interactions. Psychoanalytic conceptions, particularly the notion of the defended subject, underpin WD. Enabling participants in WD to discuss subjective work experience in an open way is thus subtle and sensitive. Research has not addressed how the impact of different models of professional reflection may be evaluated. Can WD, with its explicit attention to the emotions evoked at work, strengthen practitioners’ engagement with children and families? This paper critically discusses the complex methodological issues in evaluating the impact of WD on nursery practitioners, children and parents in the nursery. The challenge is to combine the intense subjectivity of WD with an evaluation that is rigorous and objective. Later papers will illustrate data analysis and report findings. [ABSTRACT FROM AUTHOR]