Abstract:
This article reports on an aspect of play and learning highlighted in a recent research project that investigated infant-toddler pedagogy (Dalli, Rockel, Duhn, Craw & Doyle, 2011). Pedagogical beliefs were encapsulated during a play episode in which the infants’ actions involved a level of risktaking for both child and teacher. The practice of observing closely, and refraining from interrupting infants at play, encouraged the infants to make use of their own strategising skills. This episode illustrated the teacher’s attentive presence and sensitivity when making professional judgement in whether or not to intervene. Respecting a child’s own rhythm of play enables pedagogical learning benefits for teachers as they recognise and value infants’ agency in their own learning.