Age responsive pedagogies: 'Preschool' ECE teachers interrogate their dialogues about and with two-year-olds

White, E, Redder, B, Bennett, S, De Manser, B, Geddes, C, Hjorth, C and Rogers, A 2019, Age responsive pedagogies: 'Preschool' ECE teachers interrogate their dialogues about and with two-year-olds, Teaching, Learning & Research Initiative, Wellington, New Zealand


Document type: Commissioned Reports
Collection: Commissioned Reports

Title of report Age responsive pedagogies: 'Preschool' ECE teachers interrogate their dialogues about and with two-year-olds
Author(s) White, E
Redder, B
Bennett, S
De Manser, B
Geddes, C
Hjorth, C
Rogers, A
Year of publication 2019
Publisher Teaching, Learning & Research Initiative
Place of publication Wellington, New Zealand
Subjects Curriculum and Pedagogy Theory and Development
Creative Arts, Media and Communication Curriculum and Pedagogy
Abstract/Summary Ten experienced teachers from two mixed age early childhood education settings catering for two year-olds alongside their older peers engaged in a video-based inquiry that allowed a slowing down of their pedagogical processes. The purpose of their inquiry was to understand what two year-old dialogues look like in preschool settings traditionally oriented to older peers as a source of pedagogical insight. According to dialogic theory, dialogues are not only central to learning they ARE learning and this is no less true for two year-olds, who have unique ways of being and becoming in ECE spaces. Such dialogues allow for expression of multiple ideas and perspectives which can lead to shared meaning-making allowing teachers to see learning potential.
Commissioning body Teaching, Learning & Research Initiative
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