Lived Spaces of Infant-Toddler Education and Care: Implications for Policy?

Abstract

The research contained within this book reflects the growing commonality, in many parts of the world, of very young children regularly attending some form of formal early childhood education and care setting. Policy significantly shapes the spaces of these environments. This chapter draws upon the book’s rich collection of research, as well as extant literature, to consider implications for policy. Drawing upon Bronfenbrenner (1979), the chapter commences with a brief discussion of policy contexts and situates current research within an understanding of preceding research trends and developments such as the United Nations Convention of the Rights of the Child. This collection of research challenges limiting views of infant-toddler capacities and dispositions and illuminates the complexity and sophistication of infant-toddler pedagogy and its emotional dimension. Policy can open the space for such dimensions to be recognised: to provide standards and conditions which enable educators to engage responsively and respectfully with young children and create meaningful connections with families and communities. Importantly, policy also has a role in creating opportunities for deep, professional reflection in ways that challenge and/or extend educators’ views of very young children and the nature of the infant-toddler pedagogy.