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Journal of Early Childhood Research


Sage Publications


Despite concerns about the importance of teachers learning to care for their students, most teacher education programs do not utilize relational pedagogy and place little emphasis on caring. In the current study, the authors used conversational interviews with one kindergarten teacher and photo-elicitation interviews with her 22 kindergarten students to explore ways in which this teacher in a public, all-girls’ school employed caring and how her students viewed being cared for. The authors utilized Noddings’ work on the ethic of care to guide our project and the methodological approach is feministic. In this study, we discovered the ways this teacher cared and how that was translated for the students. Ultimately, we feel these ways of caring have implications for early childhood teacher preparation programs.


This manuscript has been published in the Journal of Early Childhood Research. Please find the published version here (note that a subscription is necessary to access this version):

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