Pedagogy in Early Years

You can see a full explanation into the different pedagogical approaches in earlies by clicking the link.

Though, below is a summary of some of the key ones.  (Please note that there are 100s of different approaches).

Reggio Emilia Approach

The Reggio Emilia approach is a child-centred pedagogy that originated in Italy and emphasises the importance of children’s creativity. This approach encourages children to express themselves through a variety of mediums, including art, music, drama, dance, puppetry, and other forms of self-expression. The Reggio Emilia approach recognises that children have many different ways of learning and expressing themselves, and seeks to provide opportunities for children to develop their skills and knowledge in a variety of ways.

This approach is rooted in the belief that learning and growth can take many forms, and that all children should have access to high-quality education that supports their development in a holistic way.

Albert Bandura Approach

Albert Bandura’s work focuses on Social Learning Theory, which is centered around behaviour. His experiments highlight the significance of parents, teachers, and other adults as role models whose behaviour children observe, analyze, and often replicate.

What are the basic principles?

Bandura demonstrated that children tend to imitate aggressive actions by those they trust, unless such actions are criticised, which led to the theory of adults as models for behaviour. The Bandura approach involves modelling calm, respectful behaviour and interactions among individuals. Bandura also stresses the importance of displaying thought processes out loud to demonstrate conscious thinking and consideration, and for adults to engage in problem-solving discussions among themselves to promote cooperation.

How can these principles be translated into effective pedagogy?

Adults must carefully consider their actions, knowing that their behaviour will be copied by children. For example, are practitioners eating and demonstrating good eating habits around children? Don’t hesitate to have discussions in front of children to solve problems. You are modelling good co-operative behaviour. Consider talking through your thought process out loud in front of children to model conscious thinking and consideration.

Rudolf Steiner Approach

Rudolf Steiner was an Austrian educationalist who established the first Steiner school in Stuttgart for the children of workers at the Waldorf-Astoria cigarette factory in 1919. His educational philosophy, known as Steiner or Waldorf education, focuses on providing an environment that is calm, peaceful, familiar, predictable, and unhurried.

The basic principles of Steiner education include experiencing the learning process through the course of regular daily tasks and activities, creating a central environment that is not over stimulating and is familiar to children, and using natural, open-ended resources that leave room for a child’s imagination. Steiner education emphasises the importance of creating a homely environment to make children feel welcome and providing each child with a place where their things belong.

If you want to utilise Steiner or Waldorf education in your own practices, there are several things to consider. Steiner believed that “doing” is learning, so you should give children as many physical activities as possible and provide opportunities for them to learn from the real world in order to understand it better.

Language can be used to help children learn different areas, such as mathematics, while they prepare food by giving them the language of adding, subtracting, weighing, and measuring. Routine and repetition are also important as they help children to find their place in the world, support good habits, and give perspective to the day. Therefore, it is important to consider whether your routine could be less chaotic and more comforting for children.

Montessori Approach

The Montessori approach, which originated in Italy in the early 20th century, sees children as far more than just students. In fact, Maria Montessori, the founder of the Montessori approach, believed that each child is a full and complete human being, with hopes, dreams, fears, emotions, and longings that are just as valid as those of adults.

Montessori’s approach places a strong emphasis on the development of the whole child, recognising that children need to be supported in their social, emotional, cognitive, and physical development in order to thrive.

One of the key principles of the Montessori approach is that children should be allowed to learn at their own pace and in their own way. This involves providing them with hands-on learning experiences and encouraging self-directed learning, rather than simply imparting knowledge to them.

Montessori also believed that children should be given a great deal of independence and choice, within limits that are appropriate for their age and development. By providing children with opportunities to make their own decisions and take responsibility for their own learning, the Montessori approach aims to help children develop confidence, independence, and a love of learning

High/Scope Approach

The High/Scope approach is a play-based approach to learning that emphasises active learning and child-initiated activities. This approach is based on the idea that children learn best when they are actively engaged in the learning process, and when they are given the opportunity to make decisions about what they want to learn. Teachers using the High/Scope approach plan activities based on children’s interests, and encourage children to take an active role in their own learning.

The Plan-Do-Review process is one of the key features of the High/Scope approach which involves setting goals, carrying out activities, and reflecting on what was learned. This process is a trademark of the High/Scope approach, and is considered the strategic backbone for children and adults moving successfully through life. By engaging in the Plan-Do-Review process, children and adults are able to actively engage in learning and build essential school readiness skills.

Another important aspect of the High/Scope approach is the dynamic of shared control between the child and adult. This approach emphasises the importance of giving children a sense of control and ownership over their learning, while also providing guidance and support from adults. By giving children a sense of control over their own learning, the High/Scope approach helps to build confidence, self-esteem, and a love of learning that can last a lifetime.

Friedrich Froebel Approach

Friedrich Froebel also spelled Fröbel, was a German educator who is best known for inventing the concept of kindergarten. His educational philosophy, known as the Froebelian approach, emphasises the importance of play in a child’s development. According to Froebel, play allows children to directly experience their world, and it is through this direct experience that they learn and grow.

There are several basic principles of the Froebelian approach. First, childhood is more than just preparation for adulthood. Children have their own unique needs and experiences that should be respected and valued. Second, all learning is connected, and every different area of learning can impact others. Third, child-initiated play is very important, as it means that the child is motivated and engaged. Fourth, educators should always start with what children can do, not what they can’t.

If you want to incorporate the Froebelian approach into your own practices, there are several things to consider. Froebel puts a lot of emphasis on self-discipline, so make sure you’re providing an environment in which children can concentrate and remain focused on the task at hand. It’s also important to ensure that your practitioners know their children well and offer play opportunities that are right for each child’s stage of development.

Children need opportunities to make choices, errors, and decisions, and they should have opportunities to engage in repeated actions to embed deep learning and knowledge. Finally, constructive play forms a large part of the Froebelian approach, as well as plenty of opportunities to talk, listen, and communicate with adults and other children.

The Forest School Approach

The Forest School approach focuses on providing children with hands-on learning experiences in the natural environment, specifically within a woodland setting. Developed in Denmark during the 1950s, this approach has gained popularity worldwide, including in the UK where it was awarded the preschool of the year in 2017.

What are the basic principles?

The Forest School approach prioritises learning in a natural outdoor environment, usually a woodland setting. Children are encouraged to explore and discover while engaging in risky play. Children are given the freedom to choose their own learning paths, fostering a close, positive relationship with nature.

How can Forest School pedagogy be used to support early learning?

Forest Schooling provides increased physical exercise and fresh air, which is beneficial for children. Consider incorporating more outdoor learning opportunities in your setting. You don’t need to fully embrace the Forest School approach, but you can experiment with part-time Forest Schooling. Check if there are any partnering places in your area. Risky play is a significant part of Forest Schooling. While it is natural to be overprotective, teaching children to engage with risk and understand their limits is important. Consider reassessing the balance between risk and safety in your setting.