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Participatory learning theories: a framework for early childhood pedagogy

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Abstract:

This paper continues scholarly conversations about appropriate theories of development to underpin early childhood pedagogy. It focuses on sociocultural theoretical perspectives and proposes that participatory learning theories (PLTs) underpin pedagogy built on principles specified in three curricular documents. Further, the paper argues that the outcomes of participatory learning contest accepted understandings of knowledge outcomes and instead comprise notions such as funds of knowledge, dispositions and working theories. A ‘participation plus’ model of pedagogy is posited as emanating from PLTs and associated outcomes. Resulting challenges for research and pedagogy are discussed.

Keywords: early childhood development; early childhood education; outcomes; participation; pedagogy; sociocultural

Document Type: Research Article

DOI: https://doi.org/10.1080/03004430.2011.597504

Affiliations: 1: School of Teaching, Learning and Development, Faculty of Education,University of Auckland, New Zealand 2: Early Years Education,Massey University, Palmerston North, New Zealand

Publication date: 2012-07-01

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