The purpose of this qualification is to prepare individuals for scholarship and research about the learning and development of infants and toddlers. The aim is to provide a qualification tailored to the specialist nature of work with children aged 0-3 years that could potentially increase the quality of professional practice to bring better outcomes for our youngest citizens.

By aligning with the programme's aims and conceptual framework the graduate profile statement demonstrates the purpose of the qualification and its relevance to our learners and the wider profession. It describes what our graduates will: (1) do; (2) be; and (3) know, if they successfully complete the PG Dip (Inf&Tod). The unique focus on the 'self as implicated' in the lives of infants and toddlers is woven throughout the programme content to ensure that the students hold the following attributes or dispositions, knowledge skills, and attitudes on completion of the qualification.
Attributes or dispositions
On successful completion of the Postgraduate Diploma in Infant and Toddler Learning and Development graduates will demonstrate through their acts that they are able to:
* show evidence of advanced knowledge about infant and toddler learning and development in the first 1000 days;
* engage in rigorous critical analysis, and problem-solving;
* be 'wondering' and curious, and not afraid to respond to the provocations and challenges set by others;
* articulate how self is implicated in the learning and development of infants and toddlers;
* critique the impact of their practice on infants and toddlers, their families, and colleagues;
* demonstrate their abilities as critical readers, thinkers, writers and observers;
* be relationally connected and aware of the importance of relationships that value of taking time to understand infants and toddlers;
* demonstrate reflective and reflexive practice;
* advocate for infants and toddlers as learners;
* lead social justice advocacy for infants and toddlers;
* embrace uncertainty;
* be knowledgeable of infants and toddlers as learners in their own right;
* behave in moral and ethically accountable ways; and
* demonstrate creative, innovative and open thinking to a wide range of ideas, discourses and alternative ways of being, doing, knowing and becoming;
Knowledge
Through study, research and dialogues with infants, toddlers, their families, colleagues, and professional others, graduates attain:
* a repertoire of multiple lenses through which to understand the learning and development of infants and toddlers and interpret different views of knowing, being, doing and becoming;
* a theoretical and practical understanding of how knowledge and values are created in dialogue with infants, toddlers, families, and colleagues;
* an understanding of the dialogic approach that expresses a plural truth;
* critical knowledge of current theories, research, and practices related to the birth to three age group from a multidisciplinary perspective;
* specialist knowledge in infant and toddler learning and development specifically; and
* specialist knowledge in pedagogies that are effective when working with infants and toddlers (e.g., dialogic pedagogy).
Skills
Graduates demonstrate an ability to:
* show critical awareness of self through dialogue with others;
* critically compare and contrast different or alternative theoretical and philosophical approaches to engaging with infants and toddlers;
* critically examine research that informs their practice working with infants and toddlers;
* observe, document, analyse and plan for infant and toddler learning;
* critically reflect upon the role of context and relationships when working with infants and toddlers;
* design and evaluate learning environments that are suitable for infants and toddlers and their associated wellbeing;
* communicate and engage with infants, toddlers, their parents, whanau, families, colleagues and other professionals in ways that are socially, emotionally, and culturally responsive to enhance the wellbeing and learning of infants and toddlers;
* develop and critically apply theoretical knowledge to practice with infants and toddlers;
* critically analyse and engage with policies, regulations, protocols, principles, codes and standards that impact on infant and toddler learning and development; and
* seek and respond constructively to critical feedback from professional others and reflect upon their practice.
Attitude
Graduates' understanding of the significance of being implicated in the first 1000 days of a child's life facilitate their willingness to engage in or with:
* critique and application of theory and practice;
* informed, evidence-based decision-making;
* critical dialogue in relation to ethical and moral accountabilities;
* self-study;
* improvement of practice;
* planned and well-executed evidence-based research;
* critical reasoning, thinking and problem solving;
* communication, consultation, and knowledge creation in dialogue with infants, toddlers, their families, whānau, and professional others;
* creativity and innovation;
* teamwork and professional collaboration; and
* self-reflection
* ideas, questions and provocations.

Graduates of the PG Dip (Inf&Tod) will be able to staircase into ECNZ's Level 9 Master of Education (ECE) degree.

The minimum entry qualification for ECNZ's Postgraduate Diploma is successful completion of a Bachelor's Degree or equivalent (e.g., Graduate Diploma), as listed at level 7 on the NZQF). The Postgraduate Diploma in Infant and Toddler Learning and Development is open to those who have met the entrance requirements, including specified levels of attainment, in the programme admission regulations. Applicants from overseas must prove they hold an acceptable equivalent qualification from a recognised institution.
Admission is at the discretion of ECNZ It is also based on the evaluation of documentary evidence (including the academic record) of the individual applicant's ability to undertake postgraduate study in a specialist field of enquiry or professional practice. Previous work experience may be considered.