Pedagogical Awareness of Being Responsive

This chapter focuses on infant-toddler long day care educators’ pedagogical awareness of responsivity with toddlers in a nappy-change activity setting. Research suggests that educators who are attuned to infant-toddlers and develop trusting relations, show affective engagement. Educators’ personal awareness of being affectively responsive, when collaborating with co-educators is discussed. A nappy-change activity setting is analyzed as an encounter that transforms understandings about being pedagogically responsive. The findings indicate that affective responsivity involves educators’ awareness of, and sensitivity to, their institutional demands, which we call institutional responsivity.