Childhood pedagogy

Discover the meaning and importance of pedagogy in early childhood education, focusing on the UK context and why we have adopted the Birth to Five Matters framework as our primary way of observing, assessing and planning activities in and around your child's development through to their school readiness at age five.

The Concept of Pedagogy in Early Childhood Education

In early childhood education, pedagogy refers to the strategies, methods, and approaches used to support children’s learning and development. It encompasses the ways in which educators interact with children, create learning environments, and facilitate meaningful experiences. Pedagogy in early childhood education is based on the understanding that children learn best through active exploration, play, and social interactions.
Effective pedagogy in early childhood education considers the individual needs and interests of each child, as well as the cultural and social context in which they learn. It recognizes the importance of building positive relationships with children and creating a supportive and inclusive learning environment. Pedagogy in early childhood education also emphasizes the role of educators as facilitators and co-learners, rather than simply as instructors.
Key Principles of Early Childhood Education Pedagogy
There are several key principles that underpin early childhood education pedagogy. First, it recognises the importance of child-centred learning. This means that learning experiences and activities are designed to meet the needs and interests of each child, allowing them to actively engage and take ownership of their learning.
Another key principle is the emphasis on holistic development. Early childhood education pedagogy considers all aspects of a child’s development, including their physical, cognitive, social, emotional and creative development. It seeks to provide a balanced and well-rounded learning experience that supports the growth of the whole child.
Early childhood education pedagogy also values ​​play as a central part of learning. Play is considered a natural and meaningful way for children to explore, make sense of the world, and develop essential skills and knowledge. Educators create play-based environments that foster open-ended exploration, problem-solving, imagination, and creativity.
In addition, early childhood education pedagogy promotes collaborative learning and social interaction. It recognizes the importance of peer interactions and cooperative learning to foster children’s social skills, communication abilities, and empathy. Educators facilitate opportunities for children to work together, participate in group activities, and learn from each other.
Finally, early childhood education pedagogy emphasizes the role of assessment in informing and guiding teaching practices. Educators use a variety of assessment methods to observe and document children’s progress, understanding, and strengths. This information is then used to tailor learning experiences, provide targeted support, and ensure continuous improvement.
The Role of Pedagogy in Supporting Children’s Development
Pedagogy plays a crucial role in supporting children’s development in early childhood education. By employing effective teaching strategies, educators can create a stimulating and nurturing environment that promotes optimal learning and growth.
First, pedagogy ensures that children have access to a wide range of learning opportunities that meet their unique needs and interests. It allows educators to plan and deliver developmentally appropriate, engaging, and stimulating experiences. This helps children acquire new knowledge and skills, develop their abilities, and reach their full potential.
Pedagogy also supports the development of essential skills and abilities in children. It provides opportunities for children to practice and refine their language and communication skills, problem-solving abilities, critical thinking, creativity, and social skills. By engaging in purposeful and meaningful activities, children can develop a strong foundation for future learning and success.
In addition, pedagogy in early childhood education supports children's emotional well-being and social development. Educators create a safe and inclusive learning environment where children feel valued, respected, and supported. They foster positive relationships and interactions

 

Child-led learning theory is well established and posits that children, particularly in the early years, learn best through play. This is fundamental for all children and some might say, for all adults. In fact, there is a raging debate across education policy about whether traditional adult- or teacher-led (or what we would call “didactic”) models of teaching are relevant for a future that demands that children think less mechanically (i.e., you tell me what to do, I’ll try to remember it and then reproduce it) and more iteratively (i.e., creatively and exploratively).

 

The early years are the only part of a child’s educational lifecycle that makes full use of play-based learning theories. The core principles are set out in the Birth to 5 Matters framework – it talks about the need to understand that every child is unique and that if they are exposed to nurturing relationships with a skilled educator, in an environment full of exciting materials for them to gain knowledge and skills, then learning and development will occur. This is the whole point of continuous provision – how you set up your rooms with resources to challenge and inspire children to self-explore, learn and develop freely. Check out this blog for some helpful tips on continuous provision and some additional thoughts here from Alistair Bryce-Cleggs. Another useful source is Evaluating Early Years Practice in your School, by Ann Langston.

 

Adult-led sessions

Expanding the role of the teacher....

But as children grow and move into preschool, educators need to become more “active.” There is a balance between what the child is capable of accomplishing and learning on their own and what needs to be introduced—in the form of concepts/ideas or themes—by an experienced educator to broaden the child’s horizons. The theory is based on what is called the “zone of proximal development,” first posited by Lev Vygotsky, as that space between what the learner knows and what they don’t know, the space in which an educator stands to guide, nurture, encourage, facilitate, and direct the learner toward acquiring more knowledge.

 

The challenge for the educator is to find that balance: knowing what the child knows and what they don’t know, presenting new information in an engaging and exciting way, and then acting as a guide to steer the child toward learning on their own, grasping concepts and advancing them independently. As Julie Fisher writes in her book, Starting from the Child, the educator (adult or peer child) must be informative without being imposing: it’s a balance. And it makes sense. After all, letters and numbers are integral to our adult lives, but they are completely foreign concepts to a child—they wouldn’t be able to understand what constitutes a number and its relationship to numeracy without an educator to steer them toward that knowledge. And that’s why we have talk time, letters and sounds, and Jolly Phonics as fun, play-based, but definitely adult-led activities. The theory has been defined by Jerome Bruner as a ‘scaffolding’, where we gradually build knowledge, step by step.

 

Pedagogical approaches in early childhood education in the UK

In early childhood education in the UK, a variety of pedagogical approaches are used to support children’s learning and development. One of the most commonly used approaches is the Reggio Emilia approach, which emphasises child-led learning, creativity and collaboration. This approach views children as competent and capable learners, and values ​​the role of the environment in facilitating learning.

 

Another widely recognised approach is the Montessori method, which focuses on promoting independence, self-directed learning and the development of practical life skills. Montessori classrooms are carefully designed to promote hands-on exploration, choice and freedom within certain limits.

 

The High/Scope approach is also commonly used in early childhood education in the UK. This approach emphasises active learning, where children engage in planning-doing-review cycles and take ownership of their learning. It promotes the development of problem-solving skills, decision-making abilities.