NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ992620
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0300-4430
Participatory Learning Theories: A Framework for Early Childhood Pedagogy
Hedges, Helen; Cullen, Joy
Early Child Development and Care, v182 n7 p921-940 2012
This paper continues scholarly conversations about appropriate theories of development to underpin early childhood pedagogy. It focuses on sociocultural theoretical perspectives and proposes that participatory learning theories (PLTs) underpin pedagogy built on principles specified in three curricular documents. Further, the paper argues that the outcomes of participatory learning contest accepted understandings of knowledge outcomes and instead comprise notions such as funds of knowledge, dispositions and working theories. A "participation plus" model of pedagogy is posited as emanating from PLTs and associated outcomes. Resulting challenges for research and pedagogy are discussed.
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 - Descriptive
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom