Pedagogy: the silent partner in early years learning

Citation

Stephen C (2010) Pedagogy: the silent partner in early years learning. Early Years, 30 (1), pp. 15-28. https://doi.org/10.1080/09575140903402881

Abstract
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 socio-cultural 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.

Keywords
pedagogy; early years settings; sociocultural theory; agenda for early years research

Journal
Early Years: Volume 30, Issue 1

People

Dr Christine Stephen

Honorary Research Fellow, Faculty of Social Sciences