High-quality infant and toddler pedagogy differs greatly from preschool practice. It is mainly peaceful, polite, and relational (Dean & Gillespie, 2015; Kaywork, 2020; The Education Hub, 2018). Modern Australian and global frameworks emphasise that infants and toddlers learn through rich sensory-play experiences, real-life everyday moments, and responsive parenting rather than formal teaching (Arthur et al., 2024; Masterson, 2018).
Fundamental Pedagogical Ideas:
- Relationships are the curriculum: All learning occurs primarily through “serve-and-return” relationships and secure connection (Harding, 2023; McLean, 2016).
- Slow, respectful routines: feeding, sleeping, and changing diapers are viewed as rich learning opportunities rather than “care tasks” (RIE & Pikler methods; Kaywork, 2020).
- Intentionality in the everyday: Teachers prepare and think carefully about routine moments (ACECQA, 2023).
- Play as the primary activity: Unrestricted, sensory-rich play is extended and safeguarded (ECA Statement on Play, 2023).
- Perception of the child as competent: According to Degotardi et al. (2015) and Nolan & Raban (2015), infants and toddlers are seen as active researchers and meaning-makers.
KEY TEACHING STRATEGIES (aligned with 0-3 critical competencies and NQS 1.2)
| STRATEGY | DESCRIPTION AND EXAMPLE | LINK TO THEORY/FRAMEWORK |
| RESPONSIVE CAREGIVING | Notice- respond- extend cycles (e.g., infant reaches for rattle- educator moves it slightly- infant tries again) | Serve-and-return (Harding, 2023). |
| POSITIONING AND NARRATION | Narrate children’s actions respectfully (You’re watching the light on the wall- it’s moving when the curtain moves). | Scaffolding (Vygotsky via Nolan & Raban, 2015). |
| PRIMARY CAREGIVING/KEY EDUCATOR SYSTEM | One educator builds deep relationship with small group of children and families. | Attachment theory (Circle of security; McLean, 2016) |
| CONTINUITY OF CARE | Children stay with the same educator from birth to three years. | Reduces stress, supports secure base (Harper-Browne & Raikes, 2012) |
| SENSORY-RICH, OPEN-ENDED ENVIRONMENT | Treasure baskets, natural loose parts, mirrors at floor level. | Heuristic play (Goldschmied) & Piaget sensorimotor stage |
| WAIT, TIME AND WATCHING | Slow down, observe, and allow children to initiate. | Respectful practice (Pikler; Kaywork, 2020). |
| CO-CONSTRUCTION OF KNOWLEDGE | Follow children’s focus and add slight challenge (“You found the red block- here’s another red one”) | Sociocultural theory (Vygotsky). |
| DOCUMENTATION OF LEARNING | Learning stories, photos, floorbooks that make thinking visible. | EYLF Practice: Learning through play and intentional teaching (ACECQA, 2023). |