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Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Pedagogy: the silent partner in early years learning
Author(s): Stephen, Christine
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Keywords: pedagogy
early years settings
sociocultural theory
agenda for early years research
Issue Date: Mar-2010
Date Deposited: 18-Oct-2010
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.
DOI Link: 10.1080/09575140903402881
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:

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