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dc.contributor.authorCôté-Lecaldare, Marilena
dc.contributor.authorJoussemet, Mireille
dc.contributor.authorDufour, Sarah
dc.date.accessioned2018-10-01T14:35:48Z
dc.date.availableMONTHS_WITHHELD:18fr
dc.date.available2018-10-01T14:35:48Z
dc.date.issued2016-03-22
dc.identifier.urihttp://hdl.handle.net/1866/20956
dc.publisherTaylor & Francisfr
dc.subjectFearfulnessfr
dc.subjectIrritabilityfr
dc.subjectControlling parentingfr
dc.subjectCoercionfr
dc.subjectOverprotectionfr
dc.titleHow to support toddlers’ autonomy : a qualitative study with child care educatorsfr
dc.typeArticlefr
dc.contributor.affiliationUniversité de Montréal. Faculté des arts et des sciences. Département de psychologiefr
dc.identifier.doi10.1080/10409289.2016.1148482
dcterms.abstractResearch Findings: The present study explored the concrete manifestations of autonomy support (AS) toward toddlers. Eight child care educators were interviewed. Based on our assessment, these educators all valued AS. A qualitative content analysis revealed 18 practices that this group of child care educators considered supportive of toddlers’ autonomy. The present findings are in line with the traditional conceptualization of AS, namely, offering choices and encouraging initiatives, acknowledging the child’s feelings and perspective, and providing rationales and explanations for requests (Deci, Eghrari, Patrick, & Leone, 1994; Koestner, Ryan, Bernieri, & Holt, 1984), suggesting that these practices are developmentally appropriate for toddlers. Yet, they also widen the scope of AS, highlighting additional caregiving practices that may support the autonomy of toddlers. Practice or Policy: The results are discussed in light of child care educators’ professional training context and the relationship between AS and structure. The practices found in this study offer many means of actualizing AS with toddlers on a daily basis.fr
dcterms.isPartOfurn:ISSN:1040-9289fr
dcterms.isPartOfurn:ISSN:1556-6935fr
dcterms.languageengfr
UdeM.ReferenceFournieParDeposantCôté-Lecaldare, M., Joussemet, M., & Dufour, S. (2016). How to support toddlers’ autonomy: A qualitative study with child care educators. Early Education and Development, 27(6), 822-840.fr
UdeM.VersionRioxxVersion acceptée / Accepted Manuscriptfr
oaire.citationTitleEarly education and development
oaire.citationVolume27
oaire.citationIssue6
oaire.citationStartPage822
oaire.citationEndPage840


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