A Content Analysis of Early Childhood Teachers’ Theoretical and Practical Experiences With Infants and Toddlers in Australian Teacher Education Programs - Article 3

Oct 15, 2026

Uploaded by Jasmine

The study examines 55 Australian early childhood teacher undergraduate education programs to determine how pre-service teachers are prepared to teach and care for infants and toddlers from birth to three years. It evaluates whether practical experiences are provided, what educational content is included, and how learning for this age range is assessed. Using information from publicly accessible program websites, it finds 18 programs offered practical experience, with a stronger emphasis from Victorian institutions. Results highlight implications for future early childhood teacher education and teacher registration priorities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Introduction

Policy context and service standards

Rationale for focusing on infants and toddlers

Purpose and research focus

Australian Journal of Teacher Education | Volume 38 | Issue 9 | Article 3 | | --- | --- | | 2013
A Content Analysis of Early Childhood Teachers’Theoretical and Practical Experiences With Infantsand Toddlers in Australian Teacher Education Programs
Susanne Garvis
Griffith University, s.garvis@griffith.edu.au
Narelle Lemon
LaTrobe University, [N.Lemon@latrobe.edu.au](N.Lemon@latrobe.edu.au)
Donna Pendergast
Griffith University, d.pendergast@griffith.edu.au
Bonnie Yim
Deakin University, [b.yim@deakin.edu.au](b.yim@deakin.edu.au) | | Recommended Citation Garvis, S., Lemon, N., Pendergast, D., & Yim, B. (2013). A Content Analysis of Early Childhood Teachers’ Theoretical and Practical Experiences With Infants and Toddlers in Australian Teacher Education Programs. Australian Journal of Teacher Education, 38 (9). [http://dx.doi.org/10.14221/ajte.2013v38n9.5](http://dx.doi.org/10.14221/ajte.2013v38n9.5) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol38/iss9/3](http://ro.ecu.edu.au/ajte/vol38/iss9/3) Australian Journal of Teacher Education A Content Analysis of Early Childhood Teachers’ Theoretical and Practical Experiences With Infants and Toddlers in Australian Teacher Education Programs Susanne Garvis Griffith University Narelle Lemon LaTrobe University Donna Pendergast Griffith University Bonnie Yim Deakin University Abstract: In Australia, the growth in the provision of early childhood services for very young children aged birth to three years has placed increased demands on pre-service teachers as new policy stipulates the need for qualified early childhood teachers. While many teacher education programs offer early childhood courses, they have traditionally had a greater focus on kindergarten and the formal years of schooling. Less is known about the amount of time devoted to developing the specialist educational capacity for teaching and caring for infants and toddlers. This paper explores 55 Australian early childhood teacher undergraduate education programs to provide data regarding what pre-service teachers learn about children from birth to three years of age during their formal program of study. It explores: if pre-service teachers engage in practical experiences with this age range; what content they learn; and how knowledge for this age range is assessed. Utilising information from fully accessible public program websites, data in the form of course details were examined to reveal the extent and nature of courses inclusive of teaching and learning focusing on children aged from birth to three years. Of the 55 programs, 18 programs provided practical experience with infants and toddlers, and to a lesser extent content was evident and assessed. Most of the programs which included a focus on birth to three years of age were delivered by Victorian institutions. Findings are important for the future of early childhood teacher education in Australia and hold key messages for teacher registration bodies. Introduction In recent years, world-wide, including Australia, there has been a trend towards the increased use of early childhood formal education and care services provision. In keeping with this trend the importance of acceptable standards of service provision has come to the forefront of policy interest, especially given the high costs involved in the provision of these services. Federal, state and territory governments in Australia have responded with agendas designed to improve the quality of early childhood education and care. The current agendas apply to children across the years from birth to five years and aims to achieve consistency Vol 38, 9, September 2013 25 Australian Journal of Teacher Education and to improve the health, safety, early learning and wellbeing of all children while better supporting disadvantaged children in order to reduce inequalities. As part of th

FAQs

What is the main purpose of this paper?

To analyze the content of Australian early childhood teacher education programs regarding children aged birth to three years, focusing on infants and toddlers.

How did the authors investigate what pre-service teachers learn?

They reviewed course details from fully accessible public program websites to identify practical experiences, course content, and assessment approaches related to birth-to-three teaching and care.

What key finding emerged about practical experience for infants and toddlers?

Out of 55 programs, 18 included practical experience with infants and toddlers, with limited and less consistently assessed content.

Oct 15, 2026

Uploaded by Jasmine