Teaching in infant and toddler education

Infants and toddlers (birth to 3 years) specialize in early childhood education and focus on responsive and intentional practices that support fast brain development, emotional security, and explorations using the senses (Berk, 2022). These initial three years of a child are crucial as 90 per
cent of brain development takes place when the child turns five, and early experiences determine the lifelong well-being because of neural plasticity and secure attachments (NSW Department of Education, 2021).

We use modern theories Attachment Theory (Bowlby, 1988), Vygotsky Sociocultural Theory (1978), Bronfenbrenner Bioecological Model (1979), Pikler Approach, and Reggio Emilia philosophy in our guide to encourage respect and relationship-based practice. As per Australia EYLF V2.0 and National Quality Standard, the strategies that will be provided include observing, responsive care giving and the authentic curriculum in routines and play. Through the establishment of good relationships and In deliberate settings, teachers will be able to foster the comprehensive development of infants and toddlers associated with emotional, cognitive, language, social, and sensory domains.

🌍 Why Are the Early Years So Important?

Research in neuroscience and child development shows that:

  • 90% of brain development occurs by age five.

  • Secure relationships form the basis for emotional regulation, social competence, and resilience.

  • Early experiences shape neural pathways, especially those related to language, motor skills, and executive functioning.

Providing high-quality care and education during infancy and toddlerhood lays the groundwork for children’s lifelong capacity to learn, connect, and thrive.

 

📚 Contemporary Theories and Approaches

1. Attachment Theory (John Bowlby, Mary Ainsworth)

  • Emphasizes the importance of secure emotional bonds between child and caregiver.

  • Guides educators to build trust-based relationships, which are central to emotional development.

2. Sociocultural Theory (Lev Vygotsky)

  • Suggests learning happens through social interaction and guided participation.

  • Encourages educators to co-construct knowledge with children and scaffold experiences within their Zone of Proximal Development (ZPD).

3. Constructivist Theory (Jean Piaget)

  • Children are active learners who explore their environment to build understanding.

  • Infants and toddlers learn through sensorimotor play, exploration, and repetition.

4. Reggio Emilia Approach

  • Views the child as capable and competent.

  • Emphasizes the environment as the third teacher, strong relationships, and documentation of learning.

5. Resources for Infant Educarers (RIE) Approach (Magda Gerber)

  • Promotes respectful, observation-based caregiving.

  • Encourages uninterrupted play and seeing the infant as an initiator and active participant.