Pedagogy: the silent partner in early years learning

By Christine Stephen. 2010

141 citations recorded by the source corpus.

This paper sets out to look critically at the influences on pedagogy in early years education, at the ways in which it is enacted in practice and the pedagogical perspectives held by practitioners. The aim of the paper is to explore the current state of understanding and suggest areas to be included in an agenda for future research. The factors that influence practitioners’ actions are reviewed and the consensus around child‐centredness and play is challenged. Findings from two studies of pedagogy in action in the early years are presented and examined in terms of sociocultural theory and its implications for practice. The first of these studies draws attention to the varied nature of pedagogical interactions that support learning while the second looks at the experience of pedagogical innovation. The need for researchers and practitioners to find effective ways of communicating and working together is stressed throughout the paper.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/c47c43dd2c3443660ed5c2f50d01ec2230e18a77

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In Education

Citations in the corpus

ECE teachers’ views on play-based learning: a systematic review (2019, background): “…may contribute and foster not only children’s social, emotional and physical development but also their academic and cognitive development in a holistic and mutually supportive manner (Pyle, DeLuca, and Danniels 2017; Samuelsson and Johansson 2006; Stephen 2010; Wallerstedt and Pramling 2012).”
Participatory learning theories: a framework for early childhood pedagogy (2012, background): “As argued by Stephen (2010), varying interpretations make it difficult to continue play’s justification as central to children’s learning without robust accompanying theoretical and pedagogical explanations.”
Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play (2011, background): “Whilst acknowledging the centrality of play in early years practice, a recent paper has questioned the place of pedagogy in early years education as it has been shown that early years practitioners do not tend to engage in discussion relating to pedagogy (Stephen 2010b).”
Toward a Model for Early Childhood Environmental Education: Foregrounding, Developing, and Connecting Knowledge Through Play-Based Learning (2013, background): “Such trends can also be seen in recent curriculum and policy developments in early childhood education (Stephen, 2010).”