Introduction to Teaching in Infant and Toddler Education

According to Shonkoff and Phillips (2000, as cited in Garvis et al., 2019), the first three years of life lay the foundation of development and learning in all domains, which primarily depends on the development of the brain. The focus of teaching in this stage is on the whole child and relationship based responsive practices.
This approach is informed by several key theories. Sociocultural theory by Vygotsky emphasized learning through social interaction and support from adults (Vygotsky, 1978, as cited in Garvis et al., 2019). Piaget's theory of cognitive development focuses on sensory and motor exploration (Piaget, 1952, as cited in Garvis et al., 2019). Bronfenbrenner’s bioecological model emphasizes the meaning of environments and relationships, and Bowlby’s attachment theory emphasizes secured relationships in emotions development (Kaywork, 2020). According to Maslow’s hierarchy of needs, wellbeing is essential to learn (Garvis et al., 2019).
Such theories are entered into the Early Years Learning Framework (EYLF), seeing infants and toddlers as competent learners in the context of secure relationships (Australian Government Department of Education [AGDE], 2022). Frameworks such as the Critical Competencies in Infant-Toddler Development developed by Zero to Three and the Outcomes Framework for Head Start also highlight the integration of care and education, identifying routines such as feeding and soothing as learning opportunities (Dean et al., 2019).