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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
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It could be argued that even though all three curriculums support the concept that the role of adults is extremely important within Early Year’s they each take different views. The EYFS tends to be a combination of the two as they maintain the need for children to be able to participate in child initiated activities as well as adult led activities (Allen and Whalley, 2010). Additionally, Kinney and Wharton (2007) indicate Reggio Emilia places a huge emphasis on working as co-constructors, whereas High Scope places more of an emphasis on the children choosing their play for themselves.
A main similarity of High Scope and EYFS is that both place an importance on child centred, adult led learning. Similarly both EYFS and High Scope have specific areas for learning, for example; Role play. This can effectively promote good practice as it is including all types of learners and ensuring all children have the same opportunities.
Curtis and O’Hagan (2009) assert that High Scope supports Reggio Emilia’s philosophy and the EYFS and clarifies the role of the adult as practitioners who enhance and support children’s learning. As well as individuals who can build positive interactions between themselves and the children to be able to successfully interact with each other. This
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