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Participation rates of under-two-year-olds in out-of-home group-based early childhood services have risen markedly in Aotearoa New Zealand where attendance at education and care settings for this age group grew by 36% between 2000 and 2009 (Dalli, White, Rockel & Dunn, 2011). Dalli and colleagues (2011) reinforce the understanding that outcomes for the youngest children in education and care services are highly dependent on the implementation of quality practices, many of which relate to the teaching practices of the teachers. There is an increasing urgency for research in relation to quality teaching practices for infant and toddlers who attend education and care services. This was affirmed in the very recent release (June, 2015) of the ERO report “Infants and toddlers: competent and confident communicators and explorers” which highlighted significant concerns about the quality of practice for this most vulnerable age group, in particular the role of teaching practices to support learning, beyond the traditional attendance to relationships, well-being and belonging. The purpose of this study is to identity andexamine teaching practices that promote the learning and social-emotional competence of infants and toddlers in early childhood settings, and thereby develop a stakeholder-validated list of infant and toddler teaching practices within a project-developed organizing framework. This project extends the “Examining Teaching Practices to Promote Children’s Learning and Social Emotional Competence in Early Childhood - 3-5 years” project. Working with Dr Tara McLaughlin.
Dr Karyn Aspden
Dr Tara McLaughlin
Page authorised by Director, Institute of Education
Last updated on Monday 11 February 2019