Professional Love in Early Childhood Education: the experience of Aotearoa New Zealand

Abstract

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.

The Impact of Covid-19 on the Quality of Daily Routines in Nurseries and the Influence on Young Children

“…These methods aimed to make them feel welcome and relaxed in the nursery setting. In many studies (e.g., Stewart-MacKenzie, 2021;Page, 2018;Badanes et al, 2012) it has been reported that the acceptance, love and care that children feel, contribute to their smooth adaptation to the ECEC settings and are fundamental to their healthy development. However, the covid-19 restrictions have turned the morning welcome routine into a formal process without the prior interaction between educators and children.…”