EC602: Infants and Toddlers 20181693 Josias Smith

In my post I mentioned how the Reggio Emilia approach interests me. I

then listed a quote about how the environment acts as a third teacher in

the Reggio Emilia approach and I explained the meaning and relevance

to my practice. I believe my post added value to the discussion forum

because I found an interesting part of the approach that might help my

peers see the value of having a good classroom environment for infants

and toddlers. My post also included a link to a video, which shows

examples of Reggio Emilia classrooms to explain the approach more

clearly. Hopefully the video and my post will encourage my peers to do

more research about this topic.

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This essay will investigate the Pikler pedagogical approach as it relates

to infants. Firstly, it will discuss a brief history of the Pikler approach to

provide background information. Secondly, the essay will identify and

examine the main development theories that underpin the Pikler

approach. Lastly, it will make connections to the Te Whāriki curriculum

and how the approach is being implemented in Early Childhood

centres.

Dr Emmi Pikler lived and found her life’s purpose, working with infants

in her homeland of Hungry. Pikler was working as a pediatrician in 1946

when she took over the running of a home for children in Budapest

(The Pikler Collection, 2012). During her time she mentored various

educators and carers. One of them was Magda Gerber who took

Pikler’s philosophy to the USA where it has inspired many professionals

and it is known today as, [RIE] Resources for Infant Educarers (RIE,

2007).

Pikler set an example that the world is just beginning to understand and

she felt that in order for infants to develop, carers and parents should

follow the seven principles of Pikler approach. According to The Pikler

Collection (2012), the first is to pay full attention to infants, especially

when involved in the caring activity times; the second is to slow down

ands create a calm environment; the third is to build trust in your

relationship with infants during caring activity times; the fourth is ‘with’

and not ‘to’, which requires carers to talk infants more and work

together on things; the fifth is that infants learn to do things on their own

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and not when they are put into a position which they cannot get into

themselves; the sixth is to allow infants play without being interrupted to

build self esteem and confidence; the seventh is really listen to infants

and pay attention to the messages they are sending.

The Pikler approach has underpinning theoretical perspectives to the

development of infants. One such perspective is Jean Paiget’s

constructive theory. Piaget’s work can help us appreciate how infants

construct their understanding of the physical and social world by

following their intrinsic interests. According to McLeod (2018), Piaget

believed a child from birth to 2 years of age goes through the

sensorimotor stage; this is when infants experience the world through

senses and motor movement, such as looking, sucking, listening and

touching. The sensorimotor stage is a major underpinning theory of the

Pikler approach and plays an important part in an infant’s motor

development. Pikler talked about the development of motor stages and

that it is important to give them the freedom of movement in order to

allow the natural progression of an infant’s motor development (Pikler,

1940, as cited in The Pikler Connection, 2012). John Bowlby’s

‘Attachment Theory’ is another perspective that underpins the Pikler

approach. According to Bowlby, “Attachment behavior is any form of

behavior that results in a person attaining or maintaining proximity to

some other clearly identified individual who is conceived as better able

to cope with the world” (as cited in Triulzi, 2009, p.9). Pikler instructed

the nurses working at the Pickler Institute to respond to the infant’s

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signals to ensure there is a secure attachment that forms between the

infant and caregiver, which was essential to develop their skills (Triulzi,

2009).

The Pikler approach has many connections to the early childhood

curriculum in New Zealand. Te Whāriki [MoE] Ministry of Education

(2017) states that “Kaiako use assessment to find out about what

children know and can do, what interests them, how they are

progressing, what new learning opportunities are suggested, and where

additional support may be required”. The Pikler principles such as,

paying full attention, slowing down, building trust and allowing

uninterrupted time for play may ensure that teachers are capable of

assessing infants more effectively. Pikler’s focus on the development of

motor stages and the importance of free movement coincides with the

‘Exploration’ strand in Te Whāriki, which states that teachers should

respect the motor development of infants and allow them to have a

variety of sensory experiences (MoE, 2017). The Te Whāriki curriculum

and the Pikler approach to infants share more connections and the

above-mentioned examples are only a few. Te Whāriki MoE (2017)

suggests that teachers should use words and gestures to encourage

engagement from infants to develop their communication. This can be

accomplished by giving them full attention, slowing down and listening

to the messages they are sending. Therefore, the above-mentioned

links between the Pinkler approach and Te Whariki curriculum confirms

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that Pinkler’s beliefs and theory is alive and being implemented in early

childhood centres across New Zealand.

In conclusion, this essay showed the perspectives of the Pikler

approach to infants in early childhood education. It gave a brief history

of Dr Emmi Pikler and how she developed her approach. Then it

identified the main theories that underpin the Pikler approach and finally

it provided links between Te Whāriki, showing that it is being

implemented in early childhood centres today.

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Reference List
Bowlby, J. (1988a). A secure base: Clinical applications of attachment
theory. London: Routledge.
McLeod, S. A. (2018). Jean Piaget’s theory of cognitive development.
Simply psychology. Retrieved from:
https://www.simplypsychology.org/piaget.html
Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō
ngā mokopuna o Aotearoa/Early childhood curriculum.
Wellington, New Zealand: Author
Pikler, E. (1940). Peaceful Babies – Contended Mothers. Medicine
Press.
Resources for Infant Educarers (2007). About Magda Gerber. Retrieved
from: https://www.rie.org/about/our-founder/
The Pikler Collection. (2012). The history of Dr Emmi Pikler in English.
Retrieved from:
https://thepiklercollection.weebly.com/history.html
Triulzi, M. (2009). Do the Pikler and RIE methods promote infant-parent
attachment? Northhampton: Smith College. Retrieved from:
https://scholarworks.smith.edu/theses/446

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Report: Supporting a toddler’s transition into an early childhood

centre

Author: Josias Smith

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Table of contents

1. Introduction…………………………….…………………….…………9

2. Importance of transition………………………………………………9

3. Quality pedagogical practices………………………………………10

3.1 Continuity of care…………………………………..………………10

3.2 Respect and relationships…………………………………….……10

3.3 Toddler rights……………………………………….…………………11

3.4 Optimal learning environments…………………………………….12

4. Conclusion……………………………………………………………..13

5. Reference list……………………………………………………………14

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1. Introduction

This report will explain how toddlers can be supported when they

transition from home to an early childhood centre for the first time. It will

first describe the importance of the transition process. Then it will

consider quality pedagogical practices that include continuity of care,

respect and relationships, toddler rights and optimal learning

environments.

2. Importance of transition

Toddlers can be thought of as children between one and three years of

age ([MoE] Ministry of Education, 2017). Toddlerhood is an important

time in a child’s life to have interactions and take part in activities that

help them develop. According to Te Whāriki MoE (2017), toddlers are

developing their own identities as they learn to explore their world and

they can receive support from adults who know and understand them.

Therefore, it is a critical period for toddlers entering a centre for the first

time to experience a smooth transition that is beneficial to their

development. “Underpinning Te Whariki is the vision that children are

competent learners and communicators, healthy in mind, body and

spirit, secure in their sense of belonging and in the knowledge that they

make a valued contribution to society” (MoE, 2017, p.6.). With this an

ultimate aim of a curriculum it is vital that teachers make use of quality

pedagogical practices to ensure that toddlers experience a good

transition into early childhood centres.

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3. Quality pedagogical practices

3.1 Continuity of care

A toddler might have spent a year or two of their life under the care of

their parents and family members by the time they transition into an

early childhood centre. It is therefore important that their development

is uninterrupted and that they continue to receive quality care.

According to Dalli & Urban (2010a), quality pedagogy depends more on

a variety of supportive links between teacher and children, teachers

and teachers, organizational structures of the centre, and the

philosophy of the centre, rather than the actions of one teacher.

Teachers play a major role in ensuring quality pedagogy practices and

certain factors can play a part in enabling them. Teachers should act as

inter-subjective partners to offer opportunities for learning and

development (Elliot, 2007, as cited in Dalli et al., 2011). They should

also maintain ongoing and stable relationships with toddlers and their

families (Ahnert, Pinquart & Lamb, 2006, as cited in Dalli et al., 2011).

Pedagogical practices are important to ensure that toddlers receive the

same love and care they get at home, especially with regards to

respect and relationships.

3.2 Respect and relationships

According to La Paro & Gloeckler (2016), early relationships between

toddlers and teachers produce significant development and learning in

childcare classrooms. Teachers have a responsibility to build

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relationships with parents, family and communities and well as with

other teachers in their early childhood setting (MoE, 2017). It is

therefore necessary to focus on building relationships, especially during

the transition period, but in order to do so effectively, respect and trust

play a large part in it. A way to build respect and relationships with

transitioning toddlers is by having the ‘pedagogy of care’. According to

Murray (2017), teachers should build partnerships, competency and

trust through caring rituals. Showing genuine respect and care could

allow toddlers to feel more comfortable in their new environment.

Teachers need to set aside their own ideas, preferences and choices to

focus completely on the needs of the child (Goldstein, 1998, as cited in,

Christie, 2011). When a toddler arrives at a centre for the first time,

teachers can try to engage the child to gain respect and trust. For

example, the teacher can start with a verbal invitation while holding out

open hands, and then wait for the child to respond. Christie (2011)

states, “An invitation and explanation is a simple matter of respect”

(p.17). Building respect and relationships during a transition are as

important as ensuring that children have their rights.

3.3 Toddler rights

Te Whāriki MoE (2017) states that teachers should uphold and protect

children’s rights and interests, as well as recognize them as citizens

and help them in building their mana. When a toddler transitions into an

early childhood centre, teachers should acknowledge the rights of the

child according to the 54 articles listed by the United Nations

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Convention on Rights of the Child [UNCROC] in 1993. According to

Ministry of Social Development (n.d.), “UNCROC gives children under

the age of 18 the right to life, survival and development; the

government making sure that the best interests of the child are taken

into account when making decisions about the child; access to

education and health care; grow up in an environment of happiness,

love and understanding; protection from discrimination of any sort;

develop their personalities, abilities and talents; protection from sexual

exploitation, abuse and economic exploitation; special measures to

protect those that are in conflict with the law; an opinion and for that

opinion to be heard; be informed about and participate in achieving

their rights; and special measures to protect those belonging to minority

groups”. Teachers can also ensure that toddlers’ rights are upheld by

providing an optimal environment.

3.4 Optimal learning environments

Transitioning into an early childhood centre puts toddlers in a new and

different environment. A new environment can influence children’s

holistic development. It is important that toddlers have a well-balanced,

quality-learning environment to ensure the safety of the child

(Gonzalez-Mena, 2013). Teacher can provide toddlers with optimal

learning environments through a process called ‘scaffolding’.

“Scaffolding is how adults support children’s development and learning

by offering just the right help at just the right time in just the right way”

(Gillespie, 2017, p.90). When scaffolding is done successfully, it can

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combine human and physical environments for toddlers. An example of

this would be when a teacher plays a game with a toddler and makes

slight adjustments to the game each time they play. Scaffolding occurs

when someone learns more with the help of someone more

experienced than what they learn on their own, which is what Lev

Vygotsky proposed as the zone of proximal development (Vygotsky,

1978, as cited in Gillespie, 2017).

4. Conclusion

In conclusion, this report explained how teachers could support toddlers

entering an early childhood centre for the first time. It considered key

aspects of the transition process in the context of the child. As well as

how toddler pedagogy informs teacher practices, while supporting the

child and their family during the transition.

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5. Reference List
Ahnert, L., Pinquart, M., & Lamb, M. E. (2006). Security of children’s
relationships with nonparental care providers: A meta-analysis.
Child Development, 77 , 664–679.
Christie, T. (2011). What does ‘respect’ mean for infants and toddlers in
early childhood centres? The First Years: Ngā Tau Tuatahi. New
Zealand Journal of Infant and Toddler Education, 13(1), 16-21.
Dalli, C., & Urban, M. (2010a). Towards new understandings of the
early years profession: the need for a critical ecology. In C. Dalli
& M. Urban (Eds). Professionalism in early childhood education
and care. International perspectives . (pp.150-155) London &
New York. Routledge
Dalli, C., White, E. J., Rockel, J., Duhn, I., Buchanan, E., Davidson, S.,
& Wang, B. (2011). Quality early childhood education for under-
two-year-olds: What should it look like? A literature review.
University of Waikato Research Commons. Retrieved
from: http://researchcommons.waikato.ac.nz/handle/10289/5997
Elliot, E. (2007). We’re not robots: The voices of daycare providers.
Albany, NY: State University of New York Press.
Gillespie, L. G., & Greenberg, J. D. (2017). Empowering Infants’ and
Toddlers’ Learning Through Scaffolding. National Association for
the Education of Young Children, 90-92.
Goldstein, L. (1998). More than gentle smiles and warm hugs: Applying
the ethic of care to early childhood education. Journal of
Research in Childhood Education, 12(2). 244-256.
Gonzalez-Mena, J. (2013). What works? Assessing infant and toddler
play environments. Young Children, 68(4), 22-25.
La Paro, K. M., & Gloeckler, L. (2016). The context of child care for
toddlers: The “experience expectable environment”. Early
Childhood Education Journal, 44(2), 147-153.
Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō
ngā mokopuna o Aotearoa/Early childhood curriculum.
Wellington, New Zealand: Author
Ministry of Social Development. (n.d.). United Nations convention on
the rights of the child (UNCROC).
Retrieved from: https://www.msd.govt.nz/about-msd-and-our-
work/publications-resources/monitoring/uncroc/

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