Presence as a dimension of early childhood professional practice

This article explores the phenomenon of presence and argues that it is a concept worthy of further investigation as a characteristic of adult-child interaction and a key component of quality care. Presence is situated within caring relationships and has a strong affective component that encompasses the heart and soul of professional practice. While cognitive (knowing) and social (engaging with) aspects of early childhood professional practice are important, presence has the potential to significantly impact on children's early emotional wellbeing. A suggested approach to furthering an appreciation of caring presence is to use digital video analysis software as a research tool in practitioner inquiry. [Author abstract]