Pedagogical
Implications for infants and toddlers in institutional care
I have been reading a lot of research material, read a few books and articles, talked with some early childhood professionals, and taken on board what my lecturers have talked about for the last two and a half years. The conclusion I have come to is that before a baby is born and for the first three years of life each and every child is shaped, are directly and indirectly influenced by their experiences and interactions with people, places and things (Mikaere Wallis, 2012; Ministry of Education [MOE], 1996).
I have been reading a lot of research material, read a few books and articles, talked with some early childhood professionals, and taken on board what my lecturers have talked about for the last two and a half years. The conclusion I have come to is that before a baby is born and for the first three years of life each and every child is shaped, are directly and indirectly influenced by their experiences and interactions with people, places and things (Mikaere Wallis, 2012; Ministry of Education [MOE], 1996).
During the first three years
of every child’s life, infants and toddlers are gathering information about the type of world
they will grow up in. All early experiences impact on and help to form what type of brain each child will
have to live with for the rest of their lives. Mikaere Wallis (2012) describes
how babies are born with about thirty percent of their genes and the remaining
seventy percent happen through environmental influences such as childcare
settings and the home environment (Mikaere Wallis, 2012; Dalli, White, Rockel, Duhn, Buchanan, Davidson, Ganly, Kus, & Wang, 2011).
So if the early childhood environment and the teachers who have close contact with children all influence brain development and shape each child's understanding about the world they are a part of. Then surely this means that infant and toddler pedagogical practices should be a specialized area and teachers working with under twos should be 100 percent qualified and highly experienced and trained in infant pedagogy.
The literature I have read emphasises responsive relationships are the corner stone for supporting and encouraging infant brain growth and development (Mikaere Wallis, 2012). Mikaere Wallis (2012) actively describes how responsive relationships are key and states that infants need repeated face to face time experiences with their primary care giver. He argues that research highlights that face time moments need to be responsive and reciprocal to encourage the development of neural path ways in the brain. But more importantly it will encourage strong secure attachments between baby, parents and whānau, and baby and their primary care giver/s in the early childhood centre (Dalli et al., 2011; Mikaere Wallis, 2012; Ministry of Education, 1996). Attachment between teachers and infants take time to form and must be supported by a curriculum that empowers and supports teachers to interact and react to moments of intimacy as they arise (Dalli et al., 2011; Mikaere Wallis, 2012; Ministry of Education, 1996).
So if the early childhood environment and the teachers who have close contact with children all influence brain development and shape each child's understanding about the world they are a part of. Then surely this means that infant and toddler pedagogical practices should be a specialized area and teachers working with under twos should be 100 percent qualified and highly experienced and trained in infant pedagogy.
The literature I have read emphasises responsive relationships are the corner stone for supporting and encouraging infant brain growth and development (Mikaere Wallis, 2012). Mikaere Wallis (2012) actively describes how responsive relationships are key and states that infants need repeated face to face time experiences with their primary care giver. He argues that research highlights that face time moments need to be responsive and reciprocal to encourage the development of neural path ways in the brain. But more importantly it will encourage strong secure attachments between baby, parents and whānau, and baby and their primary care giver/s in the early childhood centre (Dalli et al., 2011; Mikaere Wallis, 2012; Ministry of Education, 1996). Attachment between teachers and infants take time to form and must be supported by a curriculum that empowers and supports teachers to interact and react to moments of intimacy as they arise (Dalli et al., 2011; Mikaere Wallis, 2012; Ministry of Education, 1996).
Critical moments in infant growth and brain development are according to Dalli, White, Rockel, Duhn, Buchanan, Davidson, Ganly, Kus and Wang (2011) and Mikaere Wallis (2012) essential areas where teachers must be knowledgeable and highly trained. These moments of significant growth and development have far reaching implications for each and every infant. As such teachers, management and the government need to think and act ethically by lowering ratios from 1:5 to 1:3 for infants/toddlers. Teacher’s working with infants and toddlers should be fully qualified and experienced in working with very young children (Dalli et al., 2011; Whitaker, 2011).
Dalli, White, Rockel, Duhn, Buchanan, Davidson, Ganly, Kus and Wang (2011, p. 66) also emphasis that pedagogy for infants is about responsive
relationships that encompass the teacher, infant, parents, whānau and the multiple
environments in which they live. That teachers need to be able to articulate
their ‘practice and intentions’ to infants and toddlers in their care,
verbal and non-verbally, and also to parents, extended family, team mates,
management and the wider community (Dalli et al., 2011, p.66).
Here are some links below that I
have viewed which helped me to understand the critical importance of the first
three years for life for infants and toddlers, and why early childhood
professionals need to be highly educated in Infant/toddler pedagogy, growth and
development.
Nathan Mikaere Wallis -
How environment supports wiring up of babies brain.
Repeated positive or negative
experiences strengthen neural pathways. Babies need repeated positive
reciprocal responsive interactions.
Babies need repeated
experiences to form strong brain architecture. https://www.youtube.com/watch?v=m_5u8-QSh6A
Toxic stress in infants.
Building Adult Capabilities to
Improve Child Outcomes: A Theory of Change
Melissa
Scott Blog on Under Twos in ECE.
http://undertwos.blogspot.co.nz/2015/03/what-this-blog-seeks-to-discuss.htmlReferences
Dalli, C., White, J., Rockel,
J., Duhn, I., Buchanan, E., Davidson, S., Ganly,
S., Kus, L., & Wang, B. (2011).
Quality early childhood education for
under-two-year-olds: What should it look
like: A literature review.
Wellington, New Zealand Ministry of
Education.
Mikaere Wallis, N. (2012, April
22). Development for Babies [Video file].
Retrieved from
https://www.youtube.com/watch?v=-CB-A4awkRU
Ministry of Education. (1996).
Te Whāriki: Te Whāriki mātauranga mō ngā
mokopuna o Aotearoa: Early childhood
curriculum. Wellington, New
Zealand: Learning Media.
Whitaker, H. (2011, April 5). First three years' learning vital for kids. The Dominion Post.
Retrieved from
http://www.stuff.co.nz/dominion-post/comment/4847757/First-three-years-learning-vital-
for-kids
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