Considerations of quality: examining theoretical perspectives informing infant and toddler pedagogy in Aotearoa/New Zealand

Abstract

ABSTRACT With the growing participation of infants and toddlers in group care settings ongoing examination and research into what constitutes quality education and care for this age group is paramount. Theories and approaches espoused in Aotearoa/New Zealand’s mandated early childhood curriculum Te Whāriki: He whāriki mātauranga mo ngā mokopuna o Aotearoa. Early childhood curriculum (Ministry of Education, 2017) were examined to ascertain how they could inform quality pedagogy and practice with infants and toddlers. The research used an integrative literature review methodology to investigate the theoretical underpinnings of this curriculum and how these aligned to quality pedagogy for infants and toddlers. Evidence emerging from the research found many similarities between the pedagogical practices related to each theory and alignment with quality experiences for infants and toddlers. Moving forward it is suggested that an increased depth of knowledge of theories and their relationship to pedagogy for infants and toddlers would enhance teaching practice. The review also recommends that further research should be undertaken into how kaiako conceptualise and enact educational theory in infant and toddler ECEC settings.