Zinzan Deans gets hands-on with his
learning.

Flexible learning environments and shared decision-making help create a sense of security for children and teachers that strengthens learning, according to new research findings by the University’s Child Care Centre at Palmerston North.

A team of seven researchers, led by centre director Faith Martin and colleague Raewyne Bary, and guided by Dr Barbara Jordan and Cushla Scrivens, the research associates, carried out a study that focused on relationships between teachers, children and families. It questioned the ways in which educational leadership impacted on infants’ and toddlers’ levels of enquiry – their propensity to try new things and ask questions.

The research investigated a collaborative teaching structure, where such things as the absence of rosters and a hierarchical leadership system allows teachers to create a learning environment based on the needs of the children.

Ms Martin says a sense of security is developed when staff are able to manage and own their teaching environments, and it brings about benefits for the children.

“Children feel secure in a learning environment that is shaped around their needs,” she says. “Consistent, long-term relationships between teachers and children also supported children’s individual learning and resilience.”

Ms Bary says the research found that infants and toddlers are more inclined to enquire if they feel secure.

“Children are researchers,” she says. “They flourish when they are allowed to develop their own working theories and step outside the status quo.”

The research also found that when infants and toddlers were not feeling secure (for reasons to do with health, family circumstances or relationships) their level of enquiry diminished.

It found that an indication of this is shown in the way that the children have displayed a strengthened disposition to enquire, which has endured over time and into new situations.

The  research concluded that the development of an organisational culture which supports shared knowledge and leadership among staff, has fostered a climate of trust enabling teachers to work collaboratively and develop ways of working with infants and toddlers that supports their learning.

The three-year project was commissioned by the Ministry of Education as part of the Centre of Innovation programme to improve the quality of early childhood services in New Zealand.