Relational pedagogy underpins the core principles of both the cognitive, and social/emotional development of young children, as evidenced in the Reggio Emilia preschools and the Te Whariki curriculum in New Zealand. Emphasising the links between, people, places and ideas and the effects of these on education, educators and learners, it is integral to the English Early Years Foundation Stage, and forms the basis for early years provision around the world.
This book brings together contributions from international experts on early years education to explore and debate relational pedagogy across different countries and in the context of a broad international field. The three sections of the book cover the following areas:
The book will be of interest to all those who want to delve deeper into how these interactions affect teaching and learning and to understand how the context can have its own impact on pedagogical outcomes. Researchers in early years education and students on early childhood education courses will find much here to inspire and challenge their thinking.
Introduction - Theodora Papatheodorou and Janet Moyles 1. Exploring Relational Pedagogy: the context of this book. Introduction to the book and its three sections - Theodora Papatheodorou Section 1: Adult/child/culture/environment Introduction - Janet Moyles and Theodora Papatheodorou 2. Responsive, reciprocal relationships: the heart of the Te Whaariki curriculum - Sally Peters (NZ) 3. From Rome to Athens: Developing Participatory Concepts of Citizenship for Early Childhood Studies Students - Janet Kay and Caroline Bath (UK) 4. Ways of Knowing, Connected Teaching: The caregiver's voice - Tal Ben Tov (Israel) 5. Nurturing Inspiration – A Journey in South Africa - Jill Sachs (SA) 6. Looking, listening, learning and linking: uses of observation for relational pedagogy - Paulette Luff (UK) Section 2: Adult/child relational pedagogy Introduction - Janet Moyles and Theodora Papatheodorou 7. Children living far away: How does one develop positive relationships with children in other cultures? - Eva Maagero and Birte Simonsen (Norway) 8. Teachers Supporting Children’s Self-Regulation in Conflict Situations within an Early Years Setting - Sue Bingham and David Whitebread, UK) 9. "Just like having a best friend" – How babies and toddlers construct relationships with their key workers in nurseries - Liz Brooker (UK) 10. Co-construction and scaffolding: Linking organisational style, guidance strategies and children’s meaning making - Jan Georgeson (UK) 11. Co-construction and scaffolding: Guidance strategies and children’s meaning-making - Jane Payler (UK) 12. Forging and Fostering Relationships in Play: whose zone is it anyway? - Kathy Goouch (UK) Section 3: Adult/adult relational pedagogy Introduction - Janet Moyles and Theodora Papatheodorou 13. Making the Most of the Relationship between Two Adults - Kim Insley and Sylvia Lucas (UK) 14. Does relationship training for caregivers enhance learning and language development in young children? - Florence Dinneen (Republic of Ireland) 15. Making a Little Difference - Rose Oates and Colleagues (UK) 16. Parental Participation: Icelandic Playschool Teachers’ Views - Johanna Einarsdottir and Bryndis Garðarsdóttir (Iceland) 17. Fostering Identity and Relationships: The Essential Role of Mentors in Early Childhood - Kate Fowler, Alison Robbins and Colleagues (UK) Endpiece - Janet Moyles and Theodora Papatheodorou