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What do infant and toddler teachers need to know and why?
·  Being culturally aware.
(Understanding that all children are different, they come with different knowledge, values, beliefs and experiences.)

Intentional teaching.
(Everything you do has a purpose)

·   All children develop and learn differently and at their own pace.

(Kaiako need to be patient, considerate, sensitive and open minded)

·  Listening to the language of learners.

(reading body language and ques, talking with them, giving choices)

·  Providing enriching experiences in a safe environment.

(Kaiako are there to observe and support, and intervene when appropriate in order to keep tamariki safe.)

·  Providing age and culturally appropriate resources and activities.
(Making sure that what you are providing for tamariki is appropriate for them)

·  Tikanga.

(Use of Te reo Māori, Te ao Māori, Kaiako and whānau personal tikanga.)

· Manaakitanga

· Whanaungatanga
(Upholding the values that these words mean)

WHY:
To be a respectful teacher, we are showing care and nurture through our teaching.

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What and Why?
·         Direct teaching

·         Knowledge of the growth and development of children - We can understand how their thoughts are being processed and guide them to be developmentally ready for school.

·         Unhurried environments - not overwhelmed so it allows children to process their thoughts.

·         Being present with the children (responsiveness) - allows for connections and strong relationships to be formed

·         Friendly & Approachable

·         Establish connections with Whanau

·         Culturally aware of practices (non-biased cultural lens)

·         Consistency in their practices and routines

·         Time management

·         Community knowledge

·         Knowledge about ourselves

·         How to communicate with families in a professional manner
Knowledge in Te Whariki

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-   Thinking about the environments children are in, mixed ages or separate rooms.

-   Communication skills

-    Looking at resources at the centre if they are inclusive.

-   How to be sensitive with infants and toddlers by forming relationships with them.

-  Having empathy towards, tamariki, colleagues, parents and whānau.

-  Following the child/child’s lead.

-  Non-judgmental

-  Supportive and communicating with tamariki, parents and whānau.
- respectful engagement with whanau and tamariki
- being able to respectfully collaborate and communicate with peers, tamariki and whanau.
- having a supportive enviroment.
- knowing other cultural pedagogies to be inclusive and have cultural successes.
- knowledge of age appropriate language and interactions.
- letting children move freely.
- securing a sense of self for the children.
- confidence
- open body language and b
- ensuring that the environment is safe for the children to explore at their own pace.
WHY: We think teachers need all these qualities because it establishes working relationships with tamariki, parents and whānau, so the learning environment is healthy, and learners will have success.  Children need to know their identity, so they want to learn and get to know their teachers and peers. Teachers promote this by getting to know them their families, cultures and historical background.

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Tegan, Grace, Rebecca, Katie, Angelina, Ella

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Tegan, Grace, Rebecca, Katie, Angelina, Ella

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Respectful Relationships

Communication between teachers, whānau and children - To discover the family's aspirations for the child and how to facilitate needs for child (ie. feeling welcomed/sense of belonging)

Be open-minded about indigenous pedagogies - respecting and understanding different cultures/cultural practices to incorporate into routines

Recognising that infants and toddlers are all capable & competent learners

Health and safety - being at forefront of everything done at centre

Giving infants and toddlers sense of agency in their learning

Being mindful/present when teaching

Freedom of movement - supports motor development/confidence

Child is active participant in caregiving routines

Appropriate resources (heuristic play)

Unhurried time, teacher presence in the room

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Lily, Jess, Destiny, Sophie, Molly, Ethan

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Lily, Jess, Destiny, Sophie, Molly, Ethan

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- Freedom of movement
Why? Because restricting movement halts physical development.

- Use respect such as: doing with the child and not to the child.
Why? This forms a foundation of respect and builds trust with the child.

- Have a non-biased view toward different cultures.
Why? Infants and toddlers need to learn from a young age to view diversity through an enriching lens.

- Use appropriate resources
Why? For the zone of proximal development.

- You need to know pedagogies
Why?  To be used as a tool to improve your quality of teaching.

-supportive learning environment and recognise the effects the learning environment can have on the child.
Why? A good learning environment can prompt exploration which leads to learning.

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WHAT:
Introduction to Te Whāriki
- Principles (Empowerment, Holistic Development, Family and Community, Relationships)
- Strands (Well-Being, Belonging, Contributions, Communication, Exploration)
- Viewing the child “as confident and 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” (disposition of the teacher)
Pedagogies:

Calm Unhurried Environments - meaningful and intimate relationships develop in these)

Consistency Over Time - enables caregivers to form warm relationships with infants and toddlers)

Listening (watch for attentiveness)

Presence

Interactions that build relationships

WHY:
strengthen the quality of relationships between teacher, child, parent/whānau and friends
Because then we can aid them in being life-long learners and help them become the best versions of themselves (both the child and the whānau.