By Rachel Pratt
With a strong focus on larger group sizes; fewer teachers to children; and less requirement for qualified staff members, primary caregiving may not be a viable option for some early childhood services. But, Te Whāriki states that infants in particular should experience “unhurried and calm caregiving practices for feeding, sleeping and nappy changing.” So despite the barriers for some early childhood services, if you can implement a system of primary caregiving it is a very effective way of enhancing a child’s sense of security and wellbeing, encouraging them to develop the confidence to gain the most from their early childhood experience.
2. Why teachers choose to use primary caregiving
3. Why teachers are reluctant to choose primary caregiving
4. What are the issues?
5. What can teachers do to ensure that they provide quality primary caregiving?
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