Early childhood quality interactional pedagogy curriculum and progression in playful learning
This presentation is the property of its rightful owner.
Sponsored Links
1 / 29

Early Childhood Quality: interactional Pedagogy, Curriculum and Progression in Playful Learning PowerPoint PPT Presentation


  • 93 Views
  • Uploaded on
  • Presentation posted in: General

Early Childhood Quality: interactional Pedagogy, Curriculum and Progression in Playful Learning. Prof. Iram Siraj Institute of Education, University of London Leaders of ECE Conference, Sweden March 2014. Iram Siraj , Institute of Education, University of London.

Download Presentation

Early Childhood Quality: interactional Pedagogy, Curriculum and Progression in Playful Learning

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Early childhood quality interactional pedagogy curriculum and progression in playful learning

Early Childhood Quality: interactional Pedagogy, Curriculum and Progression in Playful Learning

Prof. IramSiraj

Institute of Education, University of London

Leaders of ECE Conference,

Sweden March 2014


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Effective Pedagogy in the Early Years

Teacher initiating activity: “…effective pedagogues model appropriate language, values and practices, encourage socio-dramatic play, praise, encourage, ask questions, and interact verbally with children. Excellent settings tended to achieve an equal balance between teacher-led and child-initiated interactions, play and activities” (Siraj-Blatchford et al 2002)


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Effective Pedagogy in the Early Years

Teacher’s extending activities:“…a particular form of teacher initiation that may also be applied in cases where initially the child initiated. The most effective settings were found to provide both teacher-initiated group work and freely chosen yet potentially instructive play activities. ‘Extension’ was included in the definition of ‘sustained shared thinking”(Siraj-Blatchford et al 2002)


Early childhood quality interactional pedagogy curriculum and progression in playful learning

Percentage of high cognitive challenge activities within each initiation category in each setting type

REPEY Study Findings

percentage


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Effective Pedagogy in the Early Years

Differentiation and Formative Assessment:“…effective pedagogues assess children’s performance to ensure the provision of challenging yet achievable experiences (i.e. within the ZPD) and provide formative feedback. The most effective settings have shared educational aims with parents supported by regular communication”.(Siraj-Blatchford et al 2002)


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Effective Pedagogy in the Early Years

Attention to the relationships between children:“Effective settings view cognitive and social development as complementary and they support children in rationalising and talking through their conflicts” (i.e. another context for SST).(Siraj-Blatchford et al 2002)


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Effective Pedagogy in the Early Years

  • Sustained shared thinking:

  • An episode in which two or more individuals “work together” in an intellectual way to solve a problem, clarify a concept, evaluate activities, extend a narrative etc. Both parties must contribute to the thinking and it must develop and extend.

  • Open-ended questions feature; and

  • Playful learning, building on the child’s interests.

  • The above are difficult to assess as outcomes but are essential to achieving good outcomes! Necessary but not sufficient, we still require good content.

  • (Siraj-Blatchford et al., REPEY, DfES 2002)


Early childhood quality interactional pedagogy curriculum and progression in playful learning

REPEY Study Findings

Proportion of adult cognitive pedagogical interactions in settings varying in effectiveness


Time spent by children in different social groupings across settings of varying effectiveness

Time spent by children in different social groupings across settings of varying effectiveness

REPEY Study Findings


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Play-Learning: The major features of progression are:

  • the child initially manipulates symbols/signs in their emotional communications with adults and peers and engages in significant gestures

  • they begin using symbols and signs in pretend play

  • pretend role play and object substitution become internalised as imagination

  • the child is first able to be another to herself, develops the capability of ‘interacting with pretend others (increasingly acknowledging ‘their’ perspective), and then ‘switches’ freely between roles in play.


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

(Cont.) Play-Learning: The major features of progression are:

  • socio-dramatic play becomes more collaborative as partners at first share symbols and then reciprocally negotiate roles

  • conceptual knowledge and understanding of the ‘other’, and of the ‘self’, develop further and learning ‘dispositions’ become more significant

  • most children become oriented more towards more formal learning and school subjects and disciplines (communities of practice)


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Understanding Sustained Shared Thinking:

Curriculum – Most broadly the term refers to the formal and informal (overt and hidden) collection of experiences that socialise the individual into citizenship (however narrowly or broadly this is defined).

Pedagogy - maybe broadly defined as any behaviour applied by an individual that supports the learning of another. In professional terms it has been defined as the; ‘science of the art of teaching’ (Gage,1985)

All learning has content as well as form, and whenever learning takes place we can say that a curriculum and some form of pedagogy is involved (however implicit or hidden it might be).


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

The Social Nature of Human cognition:

All cognitive development emerges in the process of an internalisation of external social experiences in the process of socialization.There are two independent original sources for this:Vygotsky (1896-1934)Developmental Psychology

G.H. Mead (1863-1931) Social Psychology


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Pedagogy

Curriculum

Play in the development of ‘self’ —

ooooooooooo— improvised play with partners —

ooooooooooooooooooooooo— improvised collaboration —

oooooooooooooooooooooooooooooooo— disciplined collaboration

(..the “collection of experiences”)


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Pedagogy

“Significant gestures”

The creative process:

‘Smile’ from adult ‘objectified’

Child recontextualises adultbehaviour that leads to smile Child creatively makes= eye contact eye contact to produce adult smile

Curriculum

development of ‘self’ —

A cyclical creative process of: ‘progressive continuous re-contextualisation’(van Oers, 1998)


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Pedagogy

Play is increasingly reciprocal and collaborative

Sharing symbolic representations:

The symbol must be ‘second hand’ for one partner – but they creatively reconstruct it for this particular collaborative play context.

Curriculum

ooooooooooo— improvised play with partners —


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Pedagogy

Play becomes even more collaborative

Constructing an understanding of the ‘other’:

“…the child’s position towards the external world changes…and the ability to co-ordinate his point of view with other possible points of view develops”(Elkonin, 1978, p282)..

Play partners provide scaffolding:

…Within the ‘Zone of Proximal Development’ (Vygotsky) – that extends beyond what the partner can do on their own to include those activities that they can do successfully with the support of their peer.

Curriculum

ooooooooooo

ooooooooooooooooooooooo— improvised collaboration —


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Metacognition

Whenever play partners communicate they do so from their own historically constructed perspective, which includes their understanding of the perspective of themselves constructed by the other participant in the communication:

“…the child’s position towards the external world changes…and the ability to co-ordinate his point of view with other possible points of view develops” (Elkonin, 1978, p282).

The development of these sophisticated levels of abstraction (and metaconciousness) also facilitate the development of a wider metacognition.

This metacognition required in learning to learn, also develops as the child finds it necessary to describe, explain and justify their thinking about different aspects of the world to others.


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Pedagogy

The transition to ‘learning activity’

“…when children consciously reflect upon the relationship between their ‘pretend’ signs and ‘real’ meanings in play they are engaged in a form of semiotic activity that is a valuable precursor to new learning activities” (van Oers, 1999,p278).

Curriculum

ooooooooooo

ooooooooooooooooooooooo— more structured collaborations —


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Pedagogy

Learning Activities:

“Learning Activity” (van Oers)

“Socio-dramatic play” (Lieontiev) “Object-centred joint activity” (Elkonin)

“Emotional communication with caregivers” (Lisina)

Curriculum

“emotional communication with caregivers” (Lisina) “Object-centred joint activity” (Elkonin) “Socio-dramatic play (Lieontiev) Learning Activity (van Oers)

development of ‘self’ —

ooooooooooo— improvised play with partners —

ooooooooooooooooooooooo— improvised collaboration —

oooooooooooooooooooooooooooooooo— disciplined collaboration


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

Pedagogy

CurriculumStrongly Classified

CurriculumWeaklyClassified

Co-construction


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

PedagogyWeakly Framed

CurriculumStrongly Classified

CurriculumWeaklyClassified


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

PedagogyWeakly Framed

CurriculumStrongly Classified

CurriculumWeaklyClassified

PedagogyStrongly Framed


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

PedagogyWeakly Framed

Child-centred

Free Play approach

DiscoveryLearning

Thematic

Topic Work

CurriculumStrongly Classified

CurriculumWeaklyClassified

Open Framework

approach

Programmed

Learning approach

SchoolSubjectteaching

PedagogyStrongly Framed


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

PedagogyWeakly Framed

Baby

Child-centred

Free Play approach

CurriculumStrongly Classified

CurriculumWeaklyClassified

Open Framework

approach

Programmed

Learning approach

PedagogyStrongly Framed

Transition

To School


Early childhood quality interactional pedagogy curriculum and progression in playful learning

IramSiraj, Institute of Education, University of London

The implications for Early Childhood Education:

  • Providing progressively more experience, knowledge, and stimulus (through the provision of challenging playenvironments and guided or direct intervention (Withinthe Zone of Proximal Development [ZPD])

  • They can also scaffold the creative ‘cycles’ byprogressively encouraging more sophisticatedSustained Shared Thinking (Siraj-Blatchford et al 2002) (within the ZPD).


Early childhood quality interactional pedagogy curriculum and progression in playful learning

Playful learning for children is based on some of the following ideas:

Building on and extending the child’s interests

The child is usually active physically, socially and intellectually

The learning is exploratory without necessarily fixed outcomes in mind

Playful learning motivates children to try more challenging learning

Children use, apply and extend their knowledge, skills and understanding through active exploration

In social contexts children develop their capacities for cooperation and collaboration and can often explore complex ideas

Characteristics of Playful Learning


Early childhood quality interactional pedagogy curriculum and progression in playful learning

Supporting playful learning involves the use of a suite of strategies including:

Creating well resourced environments with rich materials

Being involved and interacting with children as they play and explore

Maintaining a purposeful focus on the child’s learning and development

Modelling expressive language and consciously extending children’s vocabulary

Constructively engaging with children to scaffold and extend learning

Using sustained shared thinking strategies to build on child-initiated activity to extend knowledge, skills and understanding

Prof. IramSiraj

[email protected]

Playful Learning


  • Login