On becoming an infant-toddler pedagogue: perceived contributions of heuristic play in initial professional education

Abstract

ABSTRACT In Portugal, professional preparation for working with infants and toddlers is often characterized as insufficient and/or inadequate in light of the specific professionalism required for working with very young children. This study is situated in initial professional education (IPE) and, in particular, on practicum experiences within an early childhood education professional Master’s programme. Drawing on Goldschmied’s approach, it aims to capture Master’s students’ perspectives on the contributions of heuristic play to learning about their role as infant-toddler pedagogues. Written narratives and practicum reports of 21 students were subjected to content analysis. Students highlighted contributions of heuristic play in assuming a non-directive supportive role, organizing the learning environment, observing children’s experiences, and in reconstructing the image of the child. Students acknowledged struggles, while (re)envisioning their role, especially the critical balance between non-intervening and facilitating children’s play. Implications are presented for the need to improve the early childhood education IPE programmes through the integration of infant-toddler pedagogy(ies) and the enactment of a process-oriented and reflective approach to professional learning.