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Teaching

Powerful Essays
Thus suggesting practitioners should embrace and accept the approach enabling them to “adopt learning strategies that embed the acquisition of knowledge and skills into meaningful context” (Macleod-Brudenell and Kay, 2008, p.311). Moss and Petrie (2002) support this concept by stating “pedagogy can be used to refer to whole domain of social responsibility for children, for their well-being, learning and competence” (p.138). Pugh and Duffy (2006) suggest a pedagogue is the one who leads and educates children’s learning. This effectively impacts upon children’s learning and enables them to become confident learners. As well as encouraging children to be in control of their own interests and learning (Every child matters, 2004).

Allen and Whalley (2010) adopt Whalley, Allen and Wilson’s (2008) notion that the role of the practitioner is extremely significant and address the idea that effective pedagogy is about improving outcomes for children’s learning. Therefore in order to provide an effective provision for children to learn and grow in practitioners must be able to maintain positive interactions with the children.

Allen and Whalley (2009) adopt Curtis and O’Hagan’s (2009, p. 156) concept that theorists such as Bruner and Vygotsky have influenced pedagogy by placing “emphasis upon the importance of the adult in facilitating children’s learning”. This promotes children’s learning. Good practice would be for the practitioners to try to extend and build upon the child’s knowledge by scaffolding their learning through ideas and questions (Bee and Boyd, 2007).

Additionally, Allen and Whalley (2010, p.7) highlight the forth theme of the EYFS as “positive relationships”. Bruce (2008) resonates with the National strategies (2009) no...

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...one year. Partnership with parents provides the teachers to be able to get to understand the child’s family to gain a greater knowledge basis of the child’s needs. Curtis and O’Hagan (2009) illustrate that parents and teachers meet up throughout the school year to discuss any problems they or the children may be having.

This is good practice as it ensures the practitioners are receiving all the information they can to help support the children within their care to reach their full potential. Reggio Emilia however, believes in continual assessment. This concept expects practitioners to record and review what children say and do on a regular basis. This system is viewed by parents at any point. Reggio Emilia values this system very highly and ensures parents know they are completing a reflective and extensive process that can help contribute to children’s learning.
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