Research Article - Philosophy and Pedagogy in Early Childhood

Summary

In their second academic paper, S. Farquhar and E.J. White dig into the philosophical and instructional aspects of early childhood education. This publication is part of their Early Childhood Education Research Project. In this article, several different discourses that are pertinent to the domains of philosophy and pedagogy as they relate to early childhood are dissected and examined. Numerous discourses comprise post-foundational concepts and objectivist explanations, including those offered by the field of neuroscience concerning the development of the brain (Farquhar & White, 2013). By recognizing the complex and varied attributes of the field resulting from contradictory claims, the article advocates for the integration of psychological and empirical methodologies in scientific inquiry. This viewpoint promotes the importance of regarding pedagogy as a relationship rather than a simple reaction or intervention. It asserts that ontological and subjective approaches to both teaching and learning should take precedence (Vintimilla & Pacini-Ketchabaw, 2020). In response to the proposition that pedagogy ought to be conceptualized as a relational construct, this statement is made.

Strengths

The topic of early childhood education is investigated using an all-encompassing philosophical approach in this essay, with the objectives of encouraging critical thinking and fostering dialog within the field of early childhood education. This can be accomplished by calling into question dominant narratives that have been historically generally accepted. As a result, educators will develop a mentality that is open to investigating novel paradigms and views. 

A largely psychological and scientific methodology is posed as a challenge in this literature, and in its place, a holistic and subjective educational methodology is advocated as an alternative. This compels experts now involved in the sector to move beyond the traditional educational methods used in the past and investigate new and cutting-edge pedagogical practices. When one takes into mind the importance that is put on ontological approaches to pedagogy, it becomes more evident that education needs to be understood as a process that is both dynamic and linked (Lindsay, 2020). This is the case because ontological approaches to pedagogy place an emphasis on the relationship between knowledge and experience. This perspective has the potential to be a game-changer when it comes to considering the student-teacher relationship as well as the roles that educators play in encouraging learning that continues throughout a person's life. In addition, this point of view has the potential to be a game-changer when it comes to rethinking the student-teacher dynamic. Educators are participants in this process that play an extremely significant role.

Weaknesses

It is probable that the material, which is abstract and philosophical in character, will present challenges for readers, in particular those who are interested in getting more real and practical insights. Because it does not offer any practical examples or case studies, this knowledge can be challenging for educators who are working in childcare settings. Because of this, it makes it more difficult for educators to immediately use the knowledge they have gained in their respective professional roles (Johansson, 2021). It places a strong emphasis on the relevance of subjective and ontological perspectives, but it provides teachers with very little in the way of specific direction or instruments that can help them put these ideas into practice. It brings attention to the significance of these techniques but does not offer any specific directions or information on how to put them into practice.

Implications for Child Care

Through the reading of this article, early childhood educators and caregivers are urged to pursue a pedagogical approach that is more philosophical and relational in nature. It emphasizes that pedagogy should not be perceived as a static response or intervention, but rather as an ongoing relationship that is constantly changing throughout time. If early childhood educators place a greater emphasis on the subjective and ontological components of learning and teaching, they will be able to build strategies that are more comprehensive and welcoming to children of diverse backgrounds. These tactics have the ability to fortify and deepen the connection that already exists between teachers and young pupils, which, in turn, may lead to learning outcomes that are more advantageous over the course of a longer period of time (Peltoperä et al., 2020). Child care providers can think of this article as an invitation to explore a variety of educational paradigms and adjust those paradigms to match the individual requirements and characteristics of their pupils by following the guidance in the article. Child care providers can think of this piece as an invitation to explore a number of pedagogical paradigms.

References

Farquhar, S., & White, E. J. (2013). Philosophy and Pedagogy of Early Childhood. Educational Philosophy and Theory, 46(8), 821–832. https://doi.org/10.1080/00131857.2013.783964

Hutton, J. S., Dudley, J., Horowitz-Kraus, T., DeWitt, T., & Holland, S. K. (2019). Associations Between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children. JAMA Pediatrics, 174(1), e193869. https://doi.org/10.1001/jamapediatrics.2019.3869

Johansson, V. (2021). Sámi children as thought herders: philosophy of death and storytelling as radical hope in early childhood education. Policy Futures in Education, 147821032110314. https://doi.org/10.1177/14782103211031413

Kateryna, A., Oleksandr, R., Mariia, T., Iryna, S., Evgen, K., & Anastasiia, L. (2020). Digital Literacy Development Trends in the Professional Environment. International Journal of Learning, Teaching and Educational Research, 19(7), 55–79. https://doi.org/10.26803/ijlter.19.7.4

Lindsay, G. (2020). Visual arts pedagogy in early childhood contexts: The baggage of self-efficacy beliefs, pedagogical knowledge and limited pre-service training. Australasian Journal of Early Childhood, 46(1), 183693912097906. https://doi.org/10.1177/1836939120979061

Peltoperä, K., Vehkakoski, T., Turja, L., & Laakso, M.-L. (2020). Pedagogy-related tensions in flexibly scheduled early childhood education and care. International Journal of Early Years Education, 1–16. https://doi.org/10.1080/09669760.2020.1778449

Robson, D. A., Allen, M. S., & Howard, S. J. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. Psychological Bulletin, 146(4), 324–354. https://doi.org/10.1037/bul0000227

Saracho, O. N. (2017). Literacy and language: new developments in research, theory, and practice. Early Child Development and Care, 187(3-4), 299–304. https://doi.org/10.1080/03004430.2017.1282235

Vintimilla, C. D., & Pacini-Ketchabaw, V. (2020). Weaving pedagogy in early childhood education: on openings and their foreclosure. European Early Childhood Education Research Journal, 28(5), 628–641. https://doi.org/10.1080/1350293x.2020.1817235

Looking For Complete Assignment Sample Get It On WhatsApp