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pedagogical approaches & practices in Early childhood education

This document summarizes research on pedagogical approaches and practices for early childhood education (ECE). It discusses key approaches used in different countries like England, Japan, France, and Germany. Research evidence shows some approaches like Developmentally Appropriate Practice and Montessori have positive impacts on child development. Play-based learning, sustained shared thinking, and scaffolding are also effective when implemented well. The document concludes that governments should renew ECE pedagogical methods through better training, resources, and cross-cultural research to ensure quality learning outcomes.

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Effects of pedagogical approaches & Practices for Sustainable Development in ECE: A Research Review DR. PUSHPITA RAJAWAT ASSISTANT PROFESSOR DEPARTMENT OF TEACHER EDUCATION CENTRAL UNIVERSITY OF KASHMIR, SRINAGAR(J&K)
• Earliest years of a child’s life are critical • Early experiences are largely determined by supportive family and community care practices, proper nutrition and health care, learning opportunities, which in turn are dependent on enabling policies and investments for young children and families Introduction
Contd…. • ECE positively impacts attendance, retention, and learning of children in elementary and higher education • In India, according to Census 2011 data there are 164.48 million children of 0-6 years of age • 86th Constitutional Amendment which introduced Article 21A on the right to free and compulsory education for 6-14 years old children and Article 45 to urge states to provide ECCE for all children until they complete the age of six years.
Contd… • Research on teaching, learning and outcomes shows that quality pedagogy is identified as a key lever for improving children’s outcome • Pedagogy concerns how adults in early years settings engage with children to achieve developmental objectives, and what directs their methods • pedagogy refers nurturing and consistent relationships, child- and age-appropriate behaviour, a positive class- or playroom environment, and domain-specific stimulation in areas such as verbal and pre-reading
Methodology • This literature review builds on and references reports from previous and ongoing initiatives, original research and academic studies, meta-analyses, literature and policy reviews, and technical reports at the international, regional, and country levels. • The authors searched scholarly and online databases (e.g., Google Scholar,ERIC, JStor, Proquest, Research gate, Academia) for studies published between 2000 and 2017 that focus on the ECE workforce and related policies, trends, and issues
Pedagogy & curriculum gives: ECE Caring Value &Goals of the country Instructing Educating
PEDAGOGICAL APPROACHES & PRACTICES
PEDAGOGICAL APPROACHES IN DIFFERENT COUNTRIES COUNTRY KEY PEDAGOGICAL APPROACHES FEATURES EVIDENCES ENGLAND Child-centred Adults provide a stimulating yet open-ended environment for children to play Research Effective Pedagogy in the Early Years (REPEY - 2002 Early Years Foundation Stage Review (2011) Teacher-Centred Teacher initiated, programmed learning approach Play-based Guided play opportunities are offered to children
Contd…. country Key Pedagogical Approach Main Features Evidences Sustained shared thinking Two individuals work together in an intellectual way Scaffolding Process in which the child is seen as a learner, rather than passive entity,and the adult acts respectfully, allowing the child to enter 'flow' a period of high concentrated play.
Contd…. Country Key Pedagogical Approaches Main features Evidences Japan Guiding Child Care Theory Children learn best when they feel 'free' and are supported by the teacher in a sympathetic way Inspiration drawn from Montessori, Reggio Emilia, and Developmentally Appropriate Practice. Theory of three activities in preschool (play- based) Activities comprise of free play and guidance aimed at developing daily life skills. Directly teach linguistic, mathematical or artistic concepts and skills.
Contd… Country Pedagogical App. Main Features Evidences France Didactic Pedagogy/ Direct Instruction Classic method of learning with mainly teacher initiated activities including repetition. theories and ideas of Piaget, Vgotsky and Bruner. Constructivist/Inte ractive Approach Views learning as an active exchange between the child and environment that progresses in 'stages', with adults and peers providing important stimulus in learning.
CONTD… Denmark Child-centred Adults provide a stimulating yet open-ended environment for children to play within the school Socio-pedagogic Emphasis on dialogue between adults and children, as well as creative activities with discussions and reflections. Germany Te Whāriki Adopts a specific socio-cultural perspective in New Zealand. Te Ao Māori (the Maori culture) Pedagogical app.& theories from Vygotsky, Bronfenbrenner, Rogoff.
Research evidence on the effects of pedagogical approaches/programmes Pedagogical approach/practic e Description about researches Effects Developmentally Appropriate Practice(DAP) • Walsh et al., 2010 • Van Horn et al. (2005). • Schmidt et al., 2007 • No consistent effects towards cognitive or academic outcomes. Positive impact on children's ability to initiate and maintain interpersonal relations. • Long-term positive effects on motivation and interest in learning and knowledge acquisition.
Contd… Montessori approach Dohrmann et al. (2007 Lillard and Else-Quest (2006) Indication that students who attend Montessori schools, and where the Montessori programme is strictly adhered to, demonstrate greater school gains in, for example, reading, mathematics and social problem solving. KiDZ Rossbach et al. 2010; Sechtig et al. 2012 Positive effects found on process quality of the participating preschool centres
Contd… Play-based learning Plowman and Stephen (2005) Tazouti et al. (2011) McDonald, Connor et al. (2009) Some play activities, such as puzzles and games, are more engaging than others, for example playing in sand and dressing up. • Play partners and sensitive adults are important to help children reflect on play situations and understand what they have learnt. • The role of practitioners in play situations is important. In high-quality situations, adults listen to and extend children’s thoughts and knowledge
Contd…. Sustained shared thinking Siraj- Blatchford et al., 2012 Children have been noted to make greater progress generally in settings where more sustained shared thinking took place. Scaffolding Bell, 2011, Mligo, 2008 Children in scaffolding-focused learning environments demonstrated in one study greater overall positive effects on their development than children in teacher’s directed and children-centred environments Child-directed Willson- Quayle and Winsler (2000) Child-directed practices are likely to improve children’s socio-emotional and soft skills, such as their motivation to learn, creativity, independence, self-confidence, general knowledge and initiative.
Contd… Teacher(staff)-directed Marcon (2002) French children taught in chiefly teacher-led environments performed better on spatial organisation and rhythm tests than German children from child-centred environments
Conclusion & Recommendations • government policy makers and curriculum developers need to do renew pedagogical methods, approaches and practices to ensure quality learning in ECE • needs to be a greater government commitment and spending on training more teachers in initial teacher education
Contd… • provision of professional development, and improving teaching and learning materials and facilities • Future research in world-wide in the field of ECE and suitable pedagogical practices • need for cross-cultural research on pedagogical beliefs and practices in diverse contexts • trained and supported women from the local community to employ child-centred approaches
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