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Infant and toddler pedagogy has flourished as a specialized area of practice in early childhood care and education settings, yet it remains an under-researched area. There is also limited empirical research internationally that explores cultural meanings of meaningful provision for this young age group. This ethnographic study explored pedagogies of care with 1-year olds in four cultures--England, United States, New Zealand and Hong Kong--guided by Froebel's education philosophy and a view of pedagogies of care as embodiments of culture. The researchers employed sociocultural and ecological theoretical perspectives (Darling, 2016) to attend to cultural meanings at the micro, macro and temporal levels in relation to people, contexts and processes. This lens enabled the researchers to resist the positivist tendency to normalize and unify all children's experiences and maintain the integrity of diverse interpretations. Inspired by Tobin et al.'s (1989, 2009) cross-national research on preschool in three cultures, the researchers utilized a video-cued multivocal and layered interpretation approach to elicit the "voices" of 1-year-olds, their teachers/practitioners and families. This paper focuses on each researcher's discussion of the ways Froebel's principles of "autonomy in learning" and "freedom with guidance" were seen to unfold. The nuances of how these principles were manifested in pedagogies for infants and toddlers is explored in relation to each country's curriculum and cultural ideals.

IntroductionWhile risk factors for cigarette smoking among youth and young adults are well-documented, less is known about the correlates of initiation of other tobacco products. This study aims to provide estimates and correlates of initiation among U.S. youth and young adults.MethodsData on youth aged 12-17 (n = 10,072) and young adults aged 18-24 (N = 5,727) who provided information on cigarettes, electronic nicotine delivery systems (ENDS), cigars, pipe, hookah and smokeless tobacco use in Wave 1 (W1: 2013-2014)-Wave 4 (W4: 2016-2018) of the nationally-representative PATH Study were used to calculate ever use initiation and correlates of initiation by W4.ResultsNearly 6 million youth and 2.5 million young adults used tobacco for the first time between W1-W4. Approximately one quarter of youth and young adult ENDS never users initiated ENDS between W1-W4 of the PATH Study. Among youth, use of other tobacco products, ever substance use, and high externalizing problems were associated with initiation of most products. Among young adults, use of other tobacco products and ever substance use were associated with initiation of most products. In both youth and young adults, Hispanics were more likely to initiate hookah use than their non-Hispanic White counterparts. While male sex was a risk factor for most tobacco product initiation across both age groups, it was not associated with hookah initiation.ConclusionsCigarette and non-cigarette products shared many correlates of initiation, although there are noteworthy demographic differences. Findings can help tailor product specific interventions to reach populations at risk during preliminary stages of use.

The notion of a dual teacher-leader identity in education is elusive. This article builds on existing research by reporting a qualitative, interpretive case study. The study explored the perspectives of 16 early childhood teachers with and without leadership positions regarding their own leadership practice and leader identity, and 10 parents about the leadership activity of their children's teachers. Data were generated through interviews, focus groups, and observations of teaching practice, and analyzed using a leadership-as-practice perspective. Two findings underpin this paper. Several of the teachers and parents understood leadership in relation to the teacher self as an accessible, everyday identity and practice. Yet, some of the teachers struggled to articulate a teacher-leader identity. This paper illuminates complexities and tensions associated with teachers navigating a teacher-leader identity in the context of team-based settings. It argues that for teachers to realize their potential as formal or informal teacher-leaders, they need support to grapple with a dual teacher-leader identity. This support includes opportunities to engage in critical dialogs that: challenge traditional ideas of leadership as positional power over others; encourage a reflective and affective reframing of their teacher-leader identity; and introduce alternative possibilities of leadership that resonate with teachers' collaborative work with others.

Using a qualitative descriptive design, researchers describe and identify similarities and differences in the professional preparation of infant-toddler care and education (ITCE) teachers at university based teacher education programmes in Hong Kong China, Aotearoa New Zealand, and the USA. Researchers overview the ITCE landscape, describe statutory regulations, and consider major documents and prevalent ideas influencing ITCE teacher education in their respective countries. Key findings are presented from each researcher's analysis of the teacher education programmes at their own institutions and then summarised in descriptive narratives around four major themes: (1) country-specific values, (2) pedagogical elements, (3) curriculum focus, and (4) teaching practicum expectations. On the basis of a dialogic deliberative process, the three researchers then discuss the findings together by deliberating upon how culture in the forms of norms, values, prevailing beliefs, and expectations, appeared to -- intentionally or unintentionally -- shape the three different approaches to preparing students to become fully-qualified teachers of infants and toddlers.

Undertaking infant-toddler practicum during initial teacher education is critical to ensuring preservice teachers (PSTs) are well prepared for their future role as early childhood teachers. PSTs, however, can face challenges in infant-toddler practicum given the demands of this unique teaching and learning context. A knowledgeable, experienced educator as a guide is key to supporting PSTs' learning during placement. This paper illuminates the practices of an infant-toddler educator who supported an international PST's learning during her first nappy change on an infant-toddler practicum in an early childhood service in Australia. The paper addresses the scarce literature on PSTs' experiences in infant-toddler settings, which can guide their relationships with colleagues. Drawing on the theory of practice architectures, we analyse a video vignette of the PST and educator during a nappy changing practice. We highlight the practices of both the educator and PST which helped the PST learn by being 'stirred in' to this common but unfamiliar practice for her and many other PSTs who may never have held a baby before. Implications call for cooperative and experienced educators who can support PSTs with pedagogical and practical elements of the practicum.

This paper examines compassionate pedagogies in relation to an emotionally intense experience in a long day-care centre. Video observations were made of international preservice teachers undertaking an infant-toddler professional experience in Australia. The study is informed by Vygotsky's cultural-historical concept of emotional experience [perezhivanie]. The analysis involves a situation where a toddler is crying and a pre-service teacher is providing support. Findings show that the pre-service teacher made intuitive attempts to show an embodied compassion (e.g. touch), but also needed compassion from her mentor teachers to navigate this experience. Implications include recognition that preservice teachers' intuitive responses to affectionate touch are starting points for enacting compassionate pedagogies. Pre-service teachers' approach to holding hands as a physical and compassionate form of touch may be helpful for navigating emotionally intense experiences. However, preservice teachers need more intentional support from mentors to develop compassionate pedagogies.

An expansive view of care is vital to understanding children's sense-making of their care experiences in early childhood education. Yet, scant literature explores how toddlers enact and express understandings of care in their play with objects and others. This article identifies play situations where toddlers enact and express understandings, and co-author narratives, of care with teachers. Discussion focuses on video data from two studies that investigated infants', toddlers' and teachers' pedagogical relationships in New Zealand and Australian settings. Cultural-historical and co-authoring concepts supported analysis of toddlers' object-centred play and caring actions. Findings show that toddlers engage teachers in co-creating caring actions while enacting and expressing care with dolls. We argue that this collaborative, object-centred play enables toddlers to co-author meanings of, and identity as, "the one-caring." Implications emphasize teachers' intentional role and joint-play actions in supporting toddlers' initiatives to co-author care play narratives and their identity as "the one-caring."