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ERIC Number: EJ880794
Record Type: Journal
Publication Date: 2010-Mar
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0957-5146
Pedagogy: The Silent Partner in Early Years Learning
Stephen, Christine
Early Years: An International Journal of Research and Development, v30 n1 p15-28 Mar 2010
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 sociocultural 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. (Contains 2 tables.)
Routledge. 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; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Primary Education
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom