In the current risk-averse climate of the United Kingdom (UK) necessarily intimate relationships that early years educators develop with young children have become a matter for intense scrutiny. This chapter draws on a field-based study which investigated how early years educators in England engage intimately with young children to meet their needs and determine what ‘love’ looks like in early years settings. Emerging from a critical review of the attachment literature the study used an online survey, in-depth interviews and focus groups to explore how notions of professional care and love are constructed within a contemporary early childhood discourse in England. The findings of the study suggest educators want to feel more confident about their professional decisions in relation to expressions of love, care and intimacy. Educators also wanted to inform their everyday intimate relationships with young children with a better understanding of attachment theory and its focus on attuned relationships.
|Title of host publication||Under-three Year Olds in Policy and Practice|
|Editors||E.J. White, C. Dalli|
|Place of Publication||Singapore|
|Number of pages||12|
|Publication status||Published - 20 Oct 2016|
|Name||Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations|
Page, J. (2016). Educators’ perspectives on attachment and professional love in early years settings in England. In E. J. White, & C. Dalli (Eds.), Under-three Year Olds in Policy and Practice (pp. 131-142). (Policy and Pedagogy with Under-three Year Olds: Cross-disciplinary Insights and Innovations). Singapore: Springer. https://doi.org/10.1007/978-981-10-2275-3_9