Annotated Bibliography Influential others

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University of South Carolina *

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MISC

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Sociology

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Feb 20, 2024

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Leifield MSW. (2022). Influential others: Infant/toddler teachers’ perspectives on entry into and retention in the infant/toddler workforce. Early Years (London, England), 42(4-5), 465– 479. https://doi.org/10.1080/09575146.2020.1771546 This article provided insight about the perspectives of infant/toddler teachers (ITTs) regarding what motivates ITTs to work with young children and what retention strategies are identified by experienced ITTs. This qualitative study included ten experienced ITTs who each participated in sixty-minute interviews. The participants were all female teachers who had a minimum of three to five years of experience working in an ITT classroom, performed well in their position, and intended to stay in their current job. The female sample’s ages ranged from late twenties to early sixties, in which most had at least twelve years of experience with working with infants and toddlers. The first factor that drove these females to become ITTs was their motivation to teach young children and babies. The developmental characteristics of the infants and toddlers were found to be most influential to the sample of ITTs, in which they explained their interest in the foundational nature of the first three years of development of a baby. One element that also coincided with this was the relational process that the ITTs craved, which included their enjoyment of being able to bond, nurture, and create relationships with the toddlers and babies. When the ITTs were asked about how their supervisors could support teacher retention, the ITTs presented the following topics: supervisor availability, balanced feedback, problem solving support, and sharing knowledge were the most important. Supervisor availability was mentioned as the time dimension of supervisor support, in which the ITTs mentioned that their supervisors could show availability in two scienarios: by approaching ITTS directly or by waiting for ITTs to approach them. In regard to sharing knowledge and balanced feedback, the ITTs explained how vital it can be to have a supervisor who listens and comes up with effective problem-solving strategies through their motivational feedback. This supports the ITTs work and lets them know that they are valued within their position. Thus, it’s crucial for colleagues to have a positive working dynamic and supportive relationships, especially when dealing with younger children. The emotions and behaviors of ITTs can affect the social and emotional behaviors of the children they work with; therefore, making it vital to share positive emotions, rather than be negative. The ITTs said that being emphatic and helping one another goes a long way when supporting teacher retention. Not having coworkers that can rely on one another create a toxic work environment and can lead to increased turnover rates. However, having reliable colleagues corresponds to lower turnover rates in the workplace because it allows for the fostering of relationships and trust to be built within a team of workers. The author notes that the ITTs in this study truly valued the toddlers and infants they worked with and had an emotional bond with them, which greatly influenced their resilience to stay.

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