A learning spectrum: an examination of early years pedagogies

As early childhood education policy in England directs pedagogy away from play-based approaches towards formal methods, questions about the most appropriate and effective pedagogies to use with young children have arisen. Often the debate focuses on fully child-initiated play or adult-directed lessons. However, reflecting the varying needs of children, early years pedagogy is more diverse than following one of two approaches. This research examines the range of methods used to support learning in a Reception classroom.

Applying a sociocultural lens, this thesis applies Rogoff’s (1990; 1993; 1995) ‘planes of analysis’ to explore how Reception-aged children learn in school. Woven throughout this thesis, these planes identify the learning roles children adopt in different contexts. From this, the types of learning observed in the data are categorised to highlight the dynamic nature of teaching and learning.

Over six months, a class of Reception children were filmed in different learning situations. The films were shown to the children and used as a stimulus to discuss the content. Data collection and analysis focused on how the children learned, interacted with one another, used adult support and applied previous learning when different pedagogical approaches were applied. Data presentation uses text discussion, excerpts of dialogue and photo stills.

Highlighting the complexity of teaching and learning, the data show that adults frequently adapt methods depending on the children’s needs and interests. Much of the observed teaching and learning was neither wholly child-initiated nor adult-directed. What this study refers to as the ‘in-between pedagogies’ were the most frequently used and effective pedagogies in this Reception classroom. Furthermore, demonstrating the importance of sociocultural practices to motivate children and make learning meaningful to them, the data highlight the inseparability of the pedagogical and social aspects of teaching and learning.