The site is designed to help early childhood teachers support infants’ and toddlers’ critical development, learning, and well-being across all areas of the early childhood curriculum.
Here, you will find practical teaching strategies, developmental insights, and inspiring curriculum ideas that reflect current research, frameworks, and philosophies in early childhood education. Our goal is to empower educators with tools and knowledge that honour the rights, voices, and capabilities of our youngest learners (Gonzalez-Mena & Widmeyer Eyer, 2018).
Teaching Infants and Toddlers: A Powerful Beginning
The infant and toddler years are those of rapid development- physical, emotional, social, and cognitive. In this era of teaching, the work requires much more than the nurturing act, but deliberate practice that is respectful and responsive will lay powerful foundations for future learning (Rockel, 2009).
We are teachers, crucial in the production of secure relationships, safe environments, and challenging experiences that cultivate children’s agency, identity, and curiosity. (Australian Government Department of Education [AGDE], 2022).
Theoretical Foundations of Our Practice
Infant-toddler education is based on foundational theories that guide our knowing and support for young children’s learning, health, and development. These theories assist teachers in creating intentional, responsive and purposeful opportunities for learning.
Theory/Core concepts
Vygotsky’s Sociocultural Theory: Babies and toddlers learn because of interactions with the more knowledgeable others, including their teachers and their peers, within their culture (Vygotsky, 1978).
Bronfenbrenner’s Ecological Systems Theory: Development in children is influenced by various systems within the environment ranging from the family and community to societal and cultural systems. Holistic instruction considers all these layers (Bronfenbrenner, 1979).
Contemporary Approaches, Models & Frameworks
Early Years Learning Framework V2.0: Emphasizes Belonging, Being and Becoming; Promotes cultural responsiveness, inclusive practice, and integrated development (AGDE, 2022).
Reggio Emilia Influences: Features expressive arts, environment as the third teacher, and the value of relationships and collaboration (Edwards, Gandini, & Forman, 2012).