|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Pedagogy: the silent partner in early years learning|
early years settings
agenda for early years research
|Citation:||Stephen C (2010) Pedagogy: the silent partner in early years learning, Early Years, 30 (1), pp. 15-28.|
|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.|
|Rights:||Published in Early Years by Taylor & Francis (Routledge).; This is an electronic version of an article published in Early Years, Volume 30, Issue 1, March 2010, pp. 15 - 28. Early Years is available online at: http://www.informaworld.com/openurl?genre=article&issn=0957-5146&volume=30&issue=1&spage=15|
|Pedagogy pre publication .pdf||177.33 kB||Adobe PDF||View/Open|
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.