In this post Dr Jo Josephidou shares her reflections on her recent reading and thinking about how babies are considered by society.
Dr Karen Horsley has previously posted on this blog about her experiences of working with New Zealand colleagues and the learning opportunity this was for her (Waitangi Day- learning in collaboration with kaiako (educators), tamariki (children) and places in two Early Childhood Education (ECE) centres in New Zealand. | Early Childhood Blog (open.ac.uk). One of the ways we continue to develop our professional relationships with colleagues in New Zealand is by engaging with their professional journals. Whilst reading the latest copy of The New Zealand Journal of Infant and Toddler Education (The First Years Ngā Tau Tuatahi), I came across an obituary of Pennie Brownlee, an important thinker, writer, trainer and above all advocate for babies in the context of New Zealand. I was intrigued to read about her work, having a research interest myself in what happens to babies in our society. I decided to find out more and read one of her books ‘Dance with me in the heart’ (2008). This lovely book, written both very simply but very powerfully, focuses on the role of the adult in supporting the very young child in what she terms ‘the dance of learning’. Its content resonated with me as I thought about recent election promises around ‘fixing childcare’ and baby manifestos; it also made me think of the recent work that Dr Jools Page has been carrying out in her area of professional love and more specifically on the Dance of Reciprocity.
Brownlee (2016) acknowledges the work of Emmi Pikler (1902 – 1984) as one who has informed her own ideas about the respectful ‘infant-adult’ relationship that comes about through carefully ‘choreographed tender care moments’. As she considers the role of the adult, Brownlee imagines the baby and adult as dance partners. It is an ‘elegant dance’ that begins in the womb, accompanied by the rhythm of the beating heart. Neither partner leads but each takes their turn to convey which way they want to go and what the next move should be. A stressed dancer will convey this stress to their partner so that it is important that they are relaxed and at ease. As Brownlee continues to ponder on the role of the adult, she reflects on the importance that one in such a role would view their partner as competent, able and one who can be successful at the dance.
Her writing reminded me of Trevarthen’s (1931 – 24), a fellow New Zealander whose research explored babies’ musicality and how ‘to be’, as adults, with very young children. Trevarthen et al. (2018) write of the shame that can become part of the young child’s life as they are met with expectations and demands that, rather than celebrate them, find them wanting. In much the same way, Brownlee quotes Gerba as saying “How must it affect infants when what they can do is not appreciated, and what they cannot do is expected?” The recent Manifesto for Babies, published in June (2024) by the First 1001 days movement was a call to advocate for these very young children and in particular to:
- Support babies’ healthy development
- Invest more in prevention
- Tackle health inequalities
- Support those who care for them
Being introduced to this book by Brownlee has helped me develop thinking around the consideration that is given to babies in our society. Looking after babies is complex, so those who look after them, parents and practitioners, should also be given greater consideration. The metaphor of dance is helpful in understanding how we can be supportive partners and dance alongside babies in their learning and development.