Teachers’ roles in infants’ play and its changing nature in a dynamic group care context

Using a qualitative research approach, this article explores teachers’ roles in infants’ play and its changing nature in an infant group care setting. Three infant teachers in a child care center were followed over three months. Observations, interviews, ongoing conversations, emails, and reflective notes were used as data sources. Findings revealed that the teachers took on various roles: observer, play follower/play partner, facilitator, commentator/interpreter, play supporter, play leader, play interrupter, safety/conflict manager, multiple-responder, and multiple-role taker. The nature of the teachers’ roles developed and changed over time in relation to the infants’ rapid growth, group dynamics, and infant–teacher relationships. This study suggests that infant teachers’ practice is complex, changing, and developmental as the group care context is dynamic and multilayered.

► Teachers’ roles in infants’ play and its changing nature in an infant group care setting.
► Teachers assumed various roles.
► Its nature changed over time in relation to infant development, group dynamics, infant–teacher relationship.
► Infant teachers’ practice is complex, changing, and developmental.
► Infant group care context is dynamic and multilayered.