New Pedagogic Approach: Concepts, Advantages and Implementation

In this assignment I am going to compare previous and current pioneers that have and are influencing the current principles of early year’s pedagogy. For example how they are influencing the four principles of the Early Years Foundation Stage (EYFS). This assignment will get me to look at different views that theorist have to education and how they can be used in current practice. It will provide me with the information on how they influence early year’s pedagogy and current practice. Throughout this assignment I will be referencing from current reading that I am doing, these will range from eBooks to articles. I will be using nursery world articles to provide information about each pioneer and what their work has done for current principles in early year’s pedagogy.

Critical pedagogy is a philosophy that aims to foster more than just dialogue between the educators and students. It encourages “exploration, to help students move through the process of discovery by talking with them, asking questions and generally keeping up the momentum of exploration” (Elmborg, 2002, p. 458). This then effectively resolves the issue of a stagnant pedagogy, one that does not keep up with the times and needs of the students. Additionally, critical pedagogy serves to place some, or perhaps a lot of autonomy on the students’ part, attributing the means to the realization potential to them as well as the educators. As such, the only way for the educator to come to a better understanding of their students’, as well as their own

“Proving a child has been adequately educated is manifest through assessments evaluating the recall of facts or the deciphering of codes. How this information is taught and learned is the issue" (Ellis, "Introducing The Creative Learning Principles: Instructional Tasks Used To Promote Rhizomatic Learning Through Creativity"). According to the methods of Bloom’s taxonomy creativity is a higher-order thinking process. The use of technology in a classroom setting allows higher-order thinking processes, such as communication, the ability to synthesize information and creativity, to become the focus of teaching and learning rather than instructional strategies. The opportunity to harness this higher-level thinking will produce a generation with the abilities needed to problem-solve and create a better world for

And those children represent their knowledge in a variety of ways. It is based on recognition of the individual and social nature of learning and the essential role of language in mediating thought, communication,

Problem Solving, Numeracy and Reasoning: Helping to expand their knowledge of problem solving using stories, games, role play, singing and games. Making the child feel easy talking about and understanding the language of reasoning and problem solving.

In 2008 the new curriculum for the foundation stage in wales began its roll out. Its aim was to bring consistency and continuity to children’s education, thus transforming early year’s education in Wales. The principles on which the curriculum is based are that children should be provided with a good basis for future learning and the ability to apply their learning to everyday situations. Leighton Andrews, the former education minister, said in an article on the Welsh Government website that the curriculum was designed “to allow all children to flourish whatever their stage of development or learning ability” (Andrews, 2010). The Framework for Children’s Learning for 3 to 7 Year olds in Wales (here forth known as ‘The Framework’) outlines 7 key areas of learning. These are ‘Personal and social development, well-being and cultural diversity’, ‘Language, literacy and communication skills’, ‘Mathematical development’, ‘Welsh language development’, ‘Knowledge and understanding of the world’, ‘Physical development’ and ‘Creative development’. The curriculum focuses on holistic learning, meaning that whilst there are 7 separate areas of learning, they are to be taught in a way which entwines them together allowing for children to develop skills such as everyday problem solving by understanding that mathematics is not merely a school subject but a skill which is used in everyday life.

This approach believes that children will learn from watching and being with adults who are being creative.  This means that they need to be shown how to be creative first and watching adults draw and paint, etc.

The best part of this technique is when the learner reflects another question back to the class and the teacher. This is a demonstration of the learner processing the information and thinking ahead and probing for more information.

Comprehension as a process is an intriguing phenomenon. The ability to understand a particular student is affected by inevitable factors such as age and intelligence of that individual. The method employed during teaching is a constant factor. The intelligence quotient varies between various individuals. It is, therefore, paramount to always employ an effective means of teaching. This entrusts a feeling of equity ascertaining that all students acquire a minimum preset level of comprehension of the subjected lesson. The forged policies and pedagogy is a by all means a basis of universal teaching that can encompass a qualitative learning process. This can be achieved by several factors such as learning some characteristics of

I would use this instructional technique in an inclusion classroom to show the inner thought process involved in reading and problem solving strategies through the use of think -alouds.

This means that they need to have to know effective ways to teach it and how to use the various types, which will be talked about in this paper.

The ‘High Scope’ approach was discovered by a man called David Weikart. The High Scope approach believes students learn through hands-on experiences, with objects and people etc. The children are encouraged to ‘construct knowledge’ by interacting with the world around and people around them, as children & young people make decisions and choices about their learning. Children are encourages to make plans, being it be with their activities or any ideas they may have, then going on to following them through. The adults around/involved with the children’s life and education, should provide the child with support if needed and give them access to the resources that they may need. This approach also believes that children learn best when they plan

First of all, what is ‘’ Pedagogy? The term pedagogy can simply be described as the art of teaching.

Understanding cognition and how we learn is essential in the developmental stages of children. Not all students learn in the same way, understanding the cognitive process will assist in the development of the students. By modifying my approach when giving instructions I have noticed growth in current students that I am working with. Using concrete materials and giving the opportunity for students to be involved in hands-on activities on a daily basis, is essential in making new material meaningful to learners.. The knowledge gained from this topic has increased my understanding and is benefiting the children I am currently

The learning experience should be that of a collective nature where students are able to indiscriminately relate to the information, re-teach the information and have a balanced incorporation of all the learning centers in society; including the home and the church. The goal of this incorporation is to create a balanced learning environment that facilitates holistic development in the young mind. As professionals entrusted with the shaping of young minds, teachers must facilitate learning and personal, spiritual, ethical and academic development. My philosophy for education is a multi-part philosophy that encapsulates the idea of holistic and inclusive learning. The philosophy caters for the overall shaping and development of the young mind and includes aspects of balanced training, incorporated teachings and it generally focuses on training students to become teachers.