• To consider pedagogy in practice
• To consider pedagogy other than that using verbal communication
• To identify aspects of the craft, art and science of pedagogy in teaching
• To reflect upon your pedagogic practice
• To reflect from a learner’s perspective on aspects of pedagogy
• To explore how principles about pedagogy relate to our own planning and teaching

Overview

For support with planning child initiated learning see:

Moyles, J.R. (Ed.) (2005) The Excellence of Play (2^nd edition), Maidenhead: Open University Press.

Bayley, R. and Featherstone, S. (2013) Child-initiated Learning: Hundreds of Ideas for Independent Learning in the Early Years, London: Featherstone Education.

For some really thoughtful ideas regarding enhancing teaching in ECEC:

Howes, C., Hamre, B. K. and Pianta, R.C. (2012) Effective Early Childhood Professional Development: Improving Teacher Practice and Child Outcomes, London: Paul Brookes Publishing.

Alexander’s comparative analysis of pedagogic issues has generated a strong conceptual framework which is applicable to any setting, see:

Alexander, R. (2008) Essays on Pedagogy, London: Routledge. 

Woods, P. and Jeffrey, B. (1996) Teachable Moments: The Art of Teaching in Primary Schools, Buckingham: Open University Press.

Male, B. and Waters, M. (2012) The Primary Curriculum Design Handbook, London: Continuum.

Siraj Blatchford, J. and Siraj Blatchford, I. (1995) Educating the Whole Child: Cross Curricular Skills, Themes and Dimensions, Buckingham: Open University Press.

Diagrams and figures

• Figure 11.1 The art, craft and science of teaching
• Figure 11.2 A framework for effective pedagogy in the early years