Philosophy and Pedagogy of Early Childhood

White, E and Farquhar, S 2014, 'Philosophy and Pedagogy of Early Childhood', Educational Philosophy and Theory, vol. 46, no. 8, pp. 821-832.


Document type: Journal Article
Collection: Journal Articles

Title Philosophy and Pedagogy of Early Childhood
Author(s) White, E
Farquhar, S
Year 2014
Journal name Educational Philosophy and Theory
Volume number 46
Issue number 8
Start page 821
End page 832
Total pages 12
Publisher Routledge
Abstract In recent years new discourses have emerged to inform philosophy and pedagogy in early childhood. These range from various postfoundational perspectives to objectivist accounts such as neuroscience in relation to brain development. Given the variety of competing narratives, the field is complex and multifaceted with potential to revision early childhood pedagogy through varied paradigms and philosophical orientations. This special issue sought scholarship on a range of philosophical perspectives about early childhood education, particularly those related to issues of pedagogy. In this article, we develop an argument for philosophically informed pedagogy to balance some of the psychological and empirical approaches that dominate the field. Based on the provocations of the seven articles that comprise this issue, we argue for greater attention to subjective and even mysterious approaches to learning that call for ontological orientations to pedagogy as a relationship rather than a response or an intervention. © 2013 Philosophy of Education Society of Australasia.
Subject Early Childhood Education (excl. Maori)
History and Philosophy of Education
Keyword(s) Early childhood education
Ontology
Pedagogy
Philosophy
Teaching
DOI - identifier 10.1080/00131857.2013.783964
Copyright notice © 2013 Philosophy of Education Society of Australasia
ISSN 0013-1857
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