Search

Infant and toddler pedagogy has flourished as a specialized area of practice in early childhood care and education settings, yet it remains an under-researched area. There is also limited empirical research internationally that explores cultural meanings of meaningful provision for this young age group. This ethnographic study explored pedagogies of care with 1-year olds in four cultures--England, United States, New Zealand and Hong Kong--guided by Froebel's education philosophy and a view of pedagogies of care as embodiments of culture. The researchers employed sociocultural and ecological theoretical perspectives (Darling, 2016) to attend to cultural meanings at the micro, macro and temporal levels in relation to people, contexts and processes. This lens enabled the researchers to resist the positivist tendency to normalize and unify all children's experiences and maintain the integrity of diverse interpretations. Inspired by Tobin et al.'s (1989, 2009) cross-national research on preschool in three cultures, the researchers utilized a video-cued multivocal and layered interpretation approach to elicit the "voices" of 1-year-olds, their teachers/practitioners and families. This paper focuses on each researcher's discussion of the ways Froebel's principles of "autonomy in learning" and "freedom with guidance" were seen to unfold. The nuances of how these principles were manifested in pedagogies for infants and toddlers is explored in relation to each country's curriculum and cultural ideals.

Using a qualitative descriptive design, researchers describe and identify similarities and differences in the professional preparation of infant-toddler care and education (ITCE) teachers at university based teacher education programmes in Hong Kong China, Aotearoa New Zealand, and the USA. Researchers overview the ITCE landscape, describe statutory regulations, and consider major documents and prevalent ideas influencing ITCE teacher education in their respective countries. Key findings are presented from each researcher's analysis of the teacher education programmes at their own institutions and then summarised in descriptive narratives around four major themes: (1) country-specific values, (2) pedagogical elements, (3) curriculum focus, and (4) teaching practicum expectations. On the basis of a dialogic deliberative process, the three researchers then discuss the findings together by deliberating upon how culture in the forms of norms, values, prevailing beliefs, and expectations, appeared to -- intentionally or unintentionally -- shape the three different approaches to preparing students to become fully-qualified teachers of infants and toddlers.