Volume 43 Number 3 September 2018 25 Introduction This paper aims to explore how collective reflection occurs in a space that has been called a collaborative forum amongst educators of infants and toddlers. Research into critical reflection in such a forum fosters learning, change and exploration of alternative viewpoints (Pareja Roblin & Margalef, 2013). Critical reflection in conjunction with collegial conversations requires the participant teachers to be willing to change and question practices (Selkrig & Keamy, 2015). Professional development facilitates critical and shared reflections about how to change one’s practice, and questioning about daily work (Johansson, Sandberg & Vuorinen, 2007), which, in turn, creates a positive impact on children’s outcomes (Durand, Hopf & Nunnenmacher, 2016; Jensen & Brandi, 2018; Jensen, Jensen & Rasmussen, 2015). Professional learning contributes to educators’ sense of agency, which is enhanced through dialogues amongst educators reflecting on each other’s practices to support professional identity (Colmer, 2017) and raise the quality of early years practices (Dyer, 2018). Infant–toddler professional practices Infant–toddler pedagogies are complex to unravel (Dalli & White, 2016; Davis & Degotardi, 2015; Davis, Torr & Degotardi, 2015; Degotardi, 2010; Press & Mitchell, 2014; White, 2014). More conceptual work is needed to understand the processes in educators’ pedagogical practices with infants and toddlers (Elicker, Ruprecht & Anderson, 2014). Researchers have argued the need for identifying specialised infant–toddler pedagogy (Cheeseman, Sumsion & Press, 2015; Dalli & White, 2016; Davis & Dunn, 2018). A strong concern from researchers is the inclusion of infants and toddlers in the current Australian curriculum framework (Sumsion, Harrison & Bradley, 2018). Some researchers have defined what pedagogy might mean in this age group, noting caring interactions are important. For example, Page (2014) suggested caregivers’ feelings of love are highly complex; therefore, there is a particular need to articulate forms of love in infant–toddler pedagogical practices. When educators consider the ‘triangle of love’, they account for the dynamic relationships amongst child–parent–caregiver, within this important professional practice (Page, 2018). In Aboriginal communities, educators Collaborative forum: An affective space for infant–toddler educators’ collective reflections http://dx.doi.org/10.23965/AJEC.43.3.03 Gloria Quiñones Liang Li Avis Ridgway Monash University A GROWING INTERNATIONAL MOVEMENT to improve the quality of education and care for infants and toddlers is prevalent in the current research agenda. However, recent research on infant–toddler education is yet to provide a holistic view of the specialised practices for this age group. Drawing upon Vygotsky’s cultural-historical theory, a holistic view is used to investigate collective reflection in order to transform educators’ professional practices. Data consisted of video observations of educators’ practices and three collaborative forums. Participants included six educators who worked in three long day care centres. The collaborative forums aimed for collective reflections, and educators were positioned as agents of change. Findings revealed challenges in practice and educators’ motivational systems— their aspirations for their work were important for improving practice. Collaborative forums offered an affective space for educators’ collective reflections. Implications show that when thinking occurs collectively, educators are able to reflect on their emotions and aspirations for the education of infants and toddlers.