What Is This Resource?

The teaching practice list provides a list of specific teaching practices organised under five broad areas of early childhood pedagogy: (1) relationships; (2) environment; (3) social–emotional teaching; (4) intentional teaching; and (5) competent and confident learners. Within each area there are additional sections (a total of 26 sections) to highlight key areas of practice.​ The practice list is a result of a collaborative research project with kindergarten teachers and early childhood stakeholders.

How do I use This Resource?

We encourage teachers, teaching teams, specialist teachers, and professional learning and development providers to use this list to support the use of effective teaching practices in early childhood. The practice list can be used as a resource to gain ideas about potential practices or as a self-reflection tool to consider areas for professional growth. The list is not intended to be exhaustive and professional judgement should be used to select teaching practices most relevant and appropriate for your local community and context.
Child with doll


McLaughlin, T., Aspden, K., & McLachlan, C. (2015). Teaching practices to promote children’s learning and social-emotional competence. Unpublished practice list. Institute of Education, Massey University, New Zealand.

Check out these Additional References

McLaughlin, T., Aspden. K, & McLachlan, C. (2015). How do teachers build strong relationships? A study of teaching practices to support child learning and social emotional competence. New Zealand Council for Educational Research: Early Childhood Folio, 19, 31-38. Access here.

McLaughlin, T., Aspden, K, & Clarke, L. (2017). How do teachers support children’s social emotional competence: Strategies for teachers. New Zealand Council for Educational Research: Early Childhood Folio, 21, 21-27. Access here.

McLaughlin, T., & Cherrington, S. (2018). Creating a rich curriculum through intentional teaching. New Zealand Council for Educational Research: Early Childhood Folio, 22, 33-38. Access here.