Abstract:
This qualitative case study examines the teaching practices, inspired by the Pikler approach
and RIE philosophy, in one infant and toddler centre in a main city of New Zealand.
Specifically the practices studied were primary caregiving, freedom of movement and respect
for infants’ confidence and competence. Recommendations for practitioners are made at the
conclusion of this thesis. Data were collected through non-participant observations, semistructured
interviews with teachers, a focus group interview with parents, and collation and
analysis of relevant documentation. The framework for data interpretation and analysis was
based on a thematic coding of observations and interview data.
The findings indicated that a culture of respect was embedded throughout all aspects of
teachers’ interactions with children, colleagues and parents within the centre. Respect,
defined as treating with consideration, was the overarching feature underpinning the values
and actions of teachers. Teachers engaged in ways that would suggest they accept each
person as an individual with rights and freedoms. Teachers invited children to engage with
them and no action would be initiated for or with a child without his or her agreement. This
agreement was shown through cues and gestures, to which the teachers were all highly
attuned. Teachers slowed their pace intentionally and offered children choices in their care
and education. Peaceful observation from teachers enhanced their ability to interpret
individual children’s needs and wants and they would provide support for children rather than
intervene unnecessarily.
Limitations to this research included the fact that I only studied one early childhood centre
and completed observations over a limited period of two weeks. The centre studied had
ratios better than the minimum ratios required by early childhood regulations, which means
