Child-Centred Pedagogy in Practice
“Achieving a consistent pedagogical approach across the ELC sector and the early primary stages should be a key aspiration. Regular planning discussions between practitioners across both sectors and with children themselves would help to improve continuity of experience and learning. Moyles (2015) argues play pedagogy values children’s contributions to their own learning and offers opportunities for children to take ownership of their learning.” (RtA 2020:47)
Realising the Ambition demonstrates how learning can be facilitated “through a cyclical process of responsive and intentional planning, which includes observations, interpretation and documentation of learning, responsive and intentional planning and facilitation”. (RtA 2020:47)
(RtA 2020: 48)
Observation, interpretation and documentation of learning
“Observation can be seen as noticing and trying to interpret what the child’s actions, emotions and words mean in terms of what they are learning.
We can observe what they are mastering and what they still need help, guidance and practice with. Our role includes noticing what the child does and how this might be changing over time.” (RtA 2020:65)
Practitioners will observe children while they are engaged in a wide range of
activities and in a variety of learning contexts. When observing children ask yourself:
What did I notice?
What does this tell me?
What will I do now?
Responsive and intentional planning
Informed by the child’s actions, emotions and words.
What needs to stay to reinforce development and learning?
What needs to change to inspire new learning and development?
As adults we use a mix of responsive and intentional planning to ensure learning experiences are relevant and meaningful to our learners.
The Learning Environment
‘Each individual is unique, and has the power to express himself in his distinctive way… Each person, each child has a particular gift which will become visible if circumstances are right and freedom for expression is given.’
“Thinking and learning are in part developed through talk. Curriculum vocabulary, questioning, using descriptive language, reporting previous experience, planning, predicting future events, reasoning and/or explaining, imagining and instructing all contribute to children’s learning. These ways of using language are established initially through social interaction and conversation with other people and, as children mature, they develop into the skills required for discussion, negotiation, argument and debate.”
(Locke and Beech, 2005)
The content of this website is based on the information from the Realising the Ambition: Being Me (2020). Realising the Ambition (RtA) is the national practice guidance for Early Years (0-8) in Scotland This website also uses images from Realising the Ambition. RtA can be found on the Education Scotland Website here: Realising the Ambition | Resources | National Improvement Hub (education.gov.scot)