Participatory pedagogy for values education in early childhood education

Article


Robson, J. 2019. Participatory pedagogy for values education in early childhood education. European Early Childhood Education Research Journal. 27 (3), pp. 420-431.
AuthorsRobson, J.
Abstract

Practitioners working with young children in the provision of early childhood education (ECE) are often directed by state governments to mediate specific values through their pedagogical practice. This paper reports the findings from a small scale empirical research study exploring the pedagogy applied by ECE practitioners in this context. I argue that moral pedagogies, where children are positioned as constructors of knowledge about values, have the potential to support ECE practice in ways that respect and uphold children’s rights. Such an approach requires practitioners to adopt a critical stance and consider their epistemic beliefs about how children learn. I suggest that this process may be enhanced by practitioners’ reflecting on the positioning of children within pedagogical relationships through the lens of child rights.

JournalEuropean Early Childhood Education Research Journal
Journal citation27 (3), pp. 420-431
ISSN1350-293X
Year2019
PublisherTaylor & Francis for the European Early Childhood Education Research Association (EECERA)
Digital Object Identifier (DOI)doi:10.1080/1350293X.2019.1600811
Web address (URL)https://doi.org/10.1080/1350293X.2019.1600811
Publication dates
Print15 Apr 2019
Publication process dates
Deposited03 Apr 2019
Accepted27 Mar 2019
Accepted27 Mar 2019
Copyright information© 2019 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in European Early Childhood Education Research Journal on 15/04/2019, available online: http://www.tandfonline.com/10.1080/1350293X.2019.1600811.
LicenseAll rights reserved (under embargo)
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