Love is essential for human psycho-social development, in particular in the early years. Just as the love of parents/care-givers and others in the home setting is vital, there is increasing recognition that love is important for infants, toddlers and young children in early childhood education settings (ECES). However, love demonstrated by teaching professionals continues to be under-researched (Dalli 2005; Page 2017a). As a result, educational policy and practice guidelines are still embryonic, or may not yet exist (Dalli et al 2011; Hughs 2013). This article presents findings from a nation-wide survey of early childhood professionals in Aotearoa New Zealand (NZ) undertaken in 2020 which explored early childhood teachers’ understandings of professional love in ECES in NZ; the first such survey undertaken. Respondents emphasised that a professional approach to love is important despite many responses indicating love is still viewed as unprofessional by early childhood education (ECE) teachers and managers. A key finding of this research is that understanding the nature of love in ECES is required in order to legitimise professional love and thereby inform policy and practice. Findings from the research suggest a way forward.
Love is essential for human psycho-social development, in particular in the early years. Just as the love of parents/care-givers and others in the home setting is vital, there is increasing recognition that love is important for infants, toddlers and young children in early childhood education settings (ECES). However, love demonstrated by teaching professionals continues to be under-researched (Dalli, 2006; Page, 2017a). As a result, educational policy and practice guidelines are still embryonic, or may not yet exist (Dalli et al, 2011; Hughes, 2013). This article presents findings from a nation-wide survey of early childhood professionals in Aotearoa New Zealand (NZ) undertaken in 2020 which explored early childhood teachers’ understandings of love in ECES in NZ; the first such survey undertaken. Respondents emphasised that a professional approach to love is important despite many responses indicating love is still viewed as unprofessional by early childhood education (ECE) teachers and managers. A key finding of this research is that understanding the nature of love in ECES is required in order to legitimise love in professional spaces and thereby inform policy and practice.
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