Wellbeing for Infants and Toddlers in Education and Care

Gloria Quinones is an Associate Professor of Early Childhood Education at the Faculty of Education, Monash University, Australia. Her scholarship focuses on the intersection of emotions and wellbeing in early childhood education and care (ECEC). She has conducted extensive research on the role of emotions and play in young children's learning and development. Recent studies have explored conceptualising infant-toddler affective and play pedagogies, promoting the emotional wellbeing of early childhood educators. She is also deeply committed to examining how early education can address the challenges of climate change by fostering environmental awareness, resilience, and sustainable practices from the earliest years. Through this work, she aims to support both educators and families in contributing to a more sustainable and equitable world.Andrea Delaune is a Senior Lecturer in Early Childhood Education at Te Whare Wānanga o Waitaha | University of Canterbury and the Co-President of OMEP Aotearoa in New Zealand. Andrea’s research explores the role of the moral imagination in promoting the importance of teacher-child relationships as the basis of pedagogy. Her recent work examines teachers’ ways of ‘seeing’ the child to ethically and pedagogically respond. By expanding the moral and ethical boundaries of early childhood education, Andrea seeks to recentre teachers’ everyday teaching practices as a ‘lived philosophy’ that can enhance moral understandings of pedagogy within the context of richly imaginative everyday life of the teacher. As the Co-President of OMEP Aotearoa, Andrea is also involved in research projects that promote expanded conceptualisations of the rights of the child within the everyday context of the early childhood setting, including the right to be loved.

• Chapter 1. Interdependencies and Possibilities for Infant-Toddler Wellbeing in Early Childhood Education – Gloria Quinones and Andrea Delaune.- Chapter 2. Socioemotional Development Meets Collectiveness: Manifestations of Social-Emotional Wellbeing in Infants along Processes of Transition to Early Childhood Education and Care Settings – Kaira Neder, Natália M. S. Costa, Marisa von Dentz and Katia S. Amorim.- Chapter 3. Adopting a Group-Based Approach to Illustrate an Infant’s Sociability, Peer Relations, and Strategies they Develop for their Wellbeing – Matthew Stapleton, Benjamin S Bradley and Jane Selby.- Chapter 4. Transitional objects in early years and infant-toddler wellbeing – Amanda Norman.- Chapter 5 – Enhancing the Wellbeing of Infants and Toddlers in Greece through their Interaction with Toys and the ECEC Environment – Eleni Sotiropoulou, Eleni Katsiada and Maria Hatzigianni.- Chapter 6. Attention, Pedagogy, and Love: Exploring the Interdependence of Wellbeing for Infants and Teachers through the Philosophy of Iris Murdoch – Andrea Deleune.- Chapter 7. Respect for Babies and Toddlers as Autonomous People and Agentic Learners: The Pedagogical Wisdom of Emmi Pikler and Elinor Goldschmied – Julia Manning-Morton.- Chapter 8. Juggling in Three Dimensions All Time: complex Interdependencies in Infant and Toddler Settings – Sonya Gaches.- Chapter 9. Studying toddlers’ wellbeing through experiential lens: A action research in Portuguese context – Sara Barros Araújo.- Chapter 10. Playing with Yoga: Exploring an Embodied Practice to Support Holistic Wellbeing in an ECE Setting in Aotearoa New Zealand - Justine O’Hara-Gregan, Kiri Gould, and Maria Cooper.- Chapter 11. Exploring Infant-Toddler’s Wellbeing: Being-with the Flow of Time and Space – Gloria Quinones.- Chapter 12. Entangled Beginnings: Reimagining Early Childhood Wellbeing through Posthumanism – Jen Boyd and Marek Tesar.- Chapter 13. The Ontology of Wellbeing in Pedagogies and Policies: Immanent Proleptic Envrionmenting as Perspectivist Weaving of Bodies and Wor(I)ds – Anne B. Reinertsen.