Interactive and socially inclusive pedagogy: a comparison of practitioner- and child-oriented cognitive/learning activities involving four-year-old children in preschools in England

This study describes the social contexts in which four-year-olds undertake practitioner-assigned cognitive/learning tasks within preschools and the different experiences these contexts provide for children. Data was collected in 34 preschool settings in South East England, using a phenomenographic m...

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Bibliographic Details
Published in:European early childhood education research journal 2016-03, Vol.24 (2), p.265-286
Main Authors: Kutnick, Peter, Brighi, Antonella, Colwell, Jennifer
Format: Article
Language:English
Subjects:
activity theory
cognitive challenge
Cognitive Processes
Comparative analysis
England
Foreign Countries
Gender Differences
Grouping (Instructional Purposes)
inclusive pedagogy
Interaction
Interpersonal Relationship
Learning
Learning Activities
Observation
pedagogic worlds
Pedagogy
Phenomenology
Preschool Education
Social Development
Social Influences
social pedagogy
Student Needs
Surveys
Teaching Methods
Young Children
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Summary:This study describes the social contexts in which four-year-olds undertake practitioner-assigned cognitive/learning tasks within preschools and the different experiences these contexts provide for children. Data was collected in 34 preschool settings in South East England, using a phenomenographic mapping of activities and social groupings during learning activities. The data was subject to frequency-based analyses. Results identified distinct social pedagogic contexts wherein children interacted with practitioners or with peers; these contexts were differentiated by group size and composition, activity, type of interaction with practitioner and peers, level of cognitive challenge and genderisation of activity. The results revealed that while children engaged in cognitive/learning activities within both practitioner- and child-oriented pedagogic worlds the nature of the activities within these social contexts emphasised interactive inclusion and interactive exclusion respectively.
ISSN:1350-293X
1752-1807
DOI:10.1080/1350293X.2016.1143266