Making Visible Ordinary Groupness: Transforming Early Education through a Group-Based Approach
In the enlightening chapter titled “Making Visible Ordinary Groupness,” the transformative effects of adopting a group-based approach to early education in a high-quality childcare service are documented. The chapter sheds light on the natural inclination of infants to enjoy each other’s company, play together, display emotional responses towards their peers, and demonstrate awareness of the social complexity they are part of. By focusing on mealtimes as a prime example, the chapter highlights the profound impact of shifting from stressful adult-infant spoon-feeding routines to a relaxed and enjoyable social experience.
One of the key transformations explored in the chapter is the shift from individual-focused mealtimes to a group-based setting. Educators facilitate this change by arranging infant highchairs in circles of four or five, allowing for social interaction and learning opportunities between infants. This reimagined mealtimes provide a conducive environment for curiosity about one another, promoting a sense of group cohesion and creating opportunities for infants to learn from and teach each other. The established routines at the childcare center are both exploited and subverted, fostering creativity and engagement among the infants.
The chapter presents vignettes that illustrate the complexity of group dynamics among infants. These narratives demonstrate how infants creatively collaborate with one another, showcasing their ability to work together towards common goals. Additionally, the vignettes highlight the roles of educators as facilitators of group interactions and offer insights into alternative methods of managing infant distress within a group context.
By adopting a group-based approach, the chapter reveals the multitude of benefits that emerge within the childcare service. Infants experience a sense of belonging and enjoyment as they engage with their peers, forming meaningful social connections at an early age. The shift in mealtimes exemplifies how a simple change in routine can have a profound impact on the social and emotional well-being of infants.
The implications of these findings extend beyond the specific childcare service discussed in the chapter. They have broader implications for early childhood education policies. Recognizing and prioritizing the importance of group interactions and social experiences in early education can lead to the development of more effective and holistic approaches. Policy initiatives that support and encourage a group-based framework can enhance the social development and well-being of infants.
The chapter emphasizes the need to make visible the ordinary groupness that exists among infants. While it may seem intuitive that infants enjoy being together and engage in social interactions, these observations are often overlooked or undervalued. The chapter serves as a reminder that group interactions are not only beneficial but also inherent to human nature from an early age. By making these ordinary group dynamics visible, educators, policymakers, and parents can foster environments that support and nurture infants’ social development.
“Making Visible Ordinary Groupness” sheds light on the transformative effects of a group-based approach to early education. By illustrating the shift from individual-focused mealtimes to group-based social interactions, the chapter highlights the natural inclination of infants to enjoy each other’s company and engage in social play. It underscores the importance of educators in facilitating and nurturing these group interactions. The findings have implications for policy, emphasizing the need to recognize and prioritize group dynamics in early childhood education. By making visible the ordinary groupness that exists among infants, we can create environments that foster social development and promote the well-being of young children.
