Teaching infant and Toddler Education

key principles of contemporary pedagogy for infants and toddlers

1.Image of the Child as Competent

Contemporary pedagogy diverges from the infant as a passive recipient of care. Instead, it conceptualises the infant as an active learner—resilient, capable, and hardy (Malaguzzi, 1993).

2. Relationship-Centred Practice

Strong, secure, and respectful relationships between teachers and children provide the foundation for learning. Sensitive, frequent interaction supports attachment, emotional security, and wellbeing, extending Bowlby's Attachment Theory (Bowlby, 1988).

3. Play-Based Learning

Infants and toddlers learn through open-ended, exploratory, sensory, and social play. Play is open-ended and child-led with freedom to experiment and solve problems in a nurturing environment (White, 2011).

4. Culturally Responsive Pedagogy

The cultural identity of the children and the family practices are reflected in the learning experiences through endorsing their sense of belonging and attachment to community (Gonzalez-Mena, 2005).

5. Holistic Development

Early childhood education must focus on development across all categories—physical, social, emotional, cognitive, and language—with education and care given equal importance.

Teaching Strategies for Infants and Toddlers

1. Responsive and Reciprocal Interactions

Attending to children's cues (e.g., gaze, gestures, vocalisations).

Responding warmly and attentively, encouraging communication and trust.

Builds secure relationships and language.

Example: A teacher smiles and repeats the sounds of a baby's cooing, encouraging turn-taking in talk.

2. Intentional Teaching in Routines

Routines such as feeding, nappy changing, and settling are full of opportunity for learning and connection.

Teachers use narration, singing, and rhythmic interactions to build language and relationship development.

Example: During a nappy change, the educator gently narrates the process, “Now we’re getting fresh and clean. Let’s get those little toes!”

3. Scaffolding and the Zone of Proximal Development (ZPD)

Drawing from Vygotsky’s theory, educators support learning just beyond what a child can do independently.

Use of prompts, modelling, and guided participation to extend learning.

Example: A teacher supports a toddler who is building with two blocks to build with a third, providing cues as needed (DESE, 2022).

4. Environment as the Third Teacher

Learning spaces are designed carefully with calm, visually engaging areas that invite exploration.

Use of natural materials, mirrors, and loose parts fosters sensory learning and exploration.

Example: A toddler classroom with low shelving, baskets of tactile materials, and soft lighting invites independent exploration.

5. Sustained Shared Thinking

Teachers and children co-construct knowledge together through shared attention and talk—even pre-verbal talk (Fleet et al., 2017).

Facilitates language learning, intellectual development, and wonder.

Example: A toddler points to a butterfly outdoors. The teacher responds, "Yes, that's a butterfly. Look at its wings. Where do you think it is flying?"

6. Documentation and Observation

Teachers use pedagogical documentation to make children's learning visible (Fleet et al., 2017).

Observations inform curriculum decisions and enable reflective teaching.

Example: A series of images and texts documenting a child's interest in spilling water leads to intentional activities in sensory tubs and measuring tools.