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ERIC Number: EJ799263
Record Type: Journal
Publication Date: 2008-May
Pages: 11
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-1040-9289
Teaching Matters in Early Educational Practice: The Case for a Nurturing Pedagogy
Hayes, Noirin
Early Education and Development, v19 n3 p430-440 May 2008
Research Findings: Research on teaching practice in early-years classrooms of primary schools in Ireland suggests that teachers of Irish 4-year-olds continue to spend more classroom time on traditional, didactic, subject-based teaching than on the nurturing interactions recommended for quality, effective early education (N. Hayes, 2004; N. Hayes, J. O'Flaherty, & M. Kernan, 1997; B. Murphy, 2004). "Practice or Policy": Arising from these findings this article argues that teacher education would benefit from a shift in focus from implementing a prescribed curriculum to a focus on the interactive nature of the learning process in young children. Although recognizing that such a shift is not simple, the article proposes that foregrounding the educative nature of care would afford a useful starting point. Introducing the notion of a nurturing pedagogy, the article contends that combining the concept of pedagogy (a space where care and education integrate) with the concept of nurture (conveying an engaged level of interaction) provides a rich and theoretically sound context for reforming teaching practice in early education.
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Early Childhood Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland