Visual arts with infants and toddlers: Developing respectful and intentional pedagogy

Infants and toddlers are highly motivated learners and tend to be drawn to the exploration of art materials when available. However, within early childhood education (ECE) settings there is a gap in understanding what constitutes meaningful visual arts experiences for this age group and how teachers can best support them. Drawing on research conducted in Aotearoa New Zealand this article examines the practices and perceptions of ECE teachers regarding visual arts education for infants and toddlers. Through a nationwide survey and a case study involving a professional learning community three key challenges emerged: concerns over safety, mess, and a developmentalist perspective on infant-toddler capabilities. The findings from the professional learning intervention highlight the importance of reflective learning and practical experience in strengthening teachers’ confidence in facilitating visual arts learning for this age group, ultimately leading to a more intentional and respectful pedagogical approach with infants and toddlers’ visual arts learning.