How is pedagogy connected to the EYLF?
The word ‘pedagogy’ may seem bantered about quite a lot.
But what does it actually mean?
How is it embedded into everyday practice?
In short, simplistic terms pedagogy can be seen as the holistic nature of an educator and service practice.
Although, at the same time it is also much more complex than that.
Pedagogical practices are practices educators have that facilitate and promote children’s lifelong learning. The learning opportunities and experiences promote creativity, spontaneity and link theory to practice through an evidence based approach.
Research, reflections, documentation and learning all are elements that helps to shape our pedagogy.
It may be challenging to then look at what pedagogy is in the context of how as an educator it influences and how it interacts and it’s implementation in relation to the EYLF.
Pedagogy and the Principles of the EYLF are intertwined.
Pedagogical practices are successful when adapting a holistic approach
- Respect children as capable learners.
- Allow and provide the opportunities for children to ‘just be’…to explore, learn grow and develop. Place value on childhood as an important part of life.
- Engage with the children. For example sitting and playing with children for extended periods…talking, laughing, listening, observing, connecting and learning together, both individually and in groups.
- Work collaboratively with educators, families, children and the community with the goal to take full advantage of learning. The importance placed on parents, community, educators as the child’s third teacher is critical in embracing pedagogy.
- Proved the opportunity for children to choose what they engage and play with, when and for how long.
- Having high expectations and in doing so inspiring, supporting and challenging children’s learning.
- Being responsive to all children.
- Plan and flowing on from the planning follow on and implement appropriate learning through play.
- Do intentional teaching.
- Critically analyze your space, practices regularly to ensure that they are best practice and fit for purpose. Constantly question and make necessary adjustments or changes based on supporting the process of learning.
- Look at the environment. Provide and construct an environment that is inclusive and facilitates positive learning through the environments created. The spaces should be designed and organised to interact, to influence the child’s engagement with experiences and projects both long and short term.
- Valuing and respecting the cultural and social context of children and their families. This includes be alert to and providing environments that reflect and respect attitudes and the joys, delights and culture of communities.
- Provide a safe, nurturing space for the children to flourish.
- Providing for continuity in experiences.
- Observing, documenting, evaluating, and reflecting on the environment and children’s learning.
- Ensuring children’s learning is being achieved through learning outcomes.
