{"id":114,"date":"2023-11-13T16:09:14","date_gmt":"2023-11-13T16:09:14","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/chapter\/pedagogy\/"},"modified":"2025-06-21T22:28:14","modified_gmt":"2025-06-21T22:28:14","slug":"pedagogy","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/chapter\/pedagogy\/","title":{"raw":"4.10: Pedagogy","rendered":"4.10: Pedagogy"},"content":{"raw":"<p class=\"lt-socialsci-39321\">The term <strong>pedagogy<\/strong> refers to the holistic nature of educators\u2019 professional practice (especially those aspects that involve building and nurturing relationships), decision-making, and teaching and learning. When educators establish respectful relationships with children and caregivers, they can work together to develop programs and experiences that are relevant to children and build on individual and group interests. These experiences create possibilities for children\u2019s ideas and activities, allowing them to celebrate their interests and friendships and express themselves in different ways.<\/p>\r\n<p class=\"lt-socialsci-39321\">Educators\u2019 professional judgments are central to their active role in facilitating children\u2019s learning. In making professional judgements, they weave together their:<\/p>\r\n\r\n<ul>\r\n \t<li class=\"lt-socialsci-39321\">Professional knowledge and skills<\/li>\r\n \t<li class=\"lt-socialsci-39321\">Knowledge of children, caregivers, and communities<\/li>\r\n \t<li class=\"lt-socialsci-39321\">Awareness of how their beliefs and values impact children\u2019s well-being and learning<\/li>\r\n \t<li class=\"lt-socialsci-39321\">Personal styles and past experiences.<\/li>\r\n<\/ul>\r\n<p class=\"lt-socialsci-39321\">They also draw on their creativity, imagination, and insight to help them improvise and adjust their practice to suit the time, place, and context of learning.<\/p>\r\n\r\n<figure>\r\n\r\n[caption id=\"\" align=\"aligncenter\" width=\"341\"]<img class=\"internal\" src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/28315\/clipboard_e3405d80482afdf3fd6c4a5ae513162fe.png?revision=1\" alt=\"clipboard_e3405d80482afdf3fd6c4a5ae513162fe.png\" width=\"341\" height=\"243\" \/> Figure 4.28: This image of an educator and child engaged in an experience around drawing is pedagogy in action. (Image by Staff Sgt. Vesta Anderson is in the public domain)[\/caption]<\/figure>\r\n<p class=\"lt-socialsci-39321\">Different theories about childhood inform approaches to children\u2019s learning and development. School-age care educators draw upon a range of perspectives in their work. Drawing on a range of perspectives and theories can challenge traditional ways of seeing children, facilitating learning, and encourage educators, as individuals and with colleagues, to:<\/p>\r\n\r\n<ul>\r\n \t<li class=\"lt-socialsci-39321\"><strong>Investigate<\/strong> why they act in certain ways<\/li>\r\n \t<li class=\"lt-socialsci-39321\"><strong>Discuss<\/strong> and debate theories to identify strengths and limitations<\/li>\r\n \t<li class=\"lt-socialsci-39321\"><strong>Recognize<\/strong> how the theories and beliefs that they use to make sense of their work enable but also limit their actions and thoughts<\/li>\r\n \t<li class=\"lt-socialsci-39321\"><strong>Consider<\/strong> the consequences of their actions for children\u2019s experiences<\/li>\r\n \t<li class=\"lt-socialsci-39321\"><strong>Find<\/strong> new ways of working fairly and justly.<\/li>\r\n<\/ul>\r\n<footer class=\"mt-content-footer\">\r\n\r\n<hr class=\"autoattribution-divider\" \/>\r\n\r\n<div class=\"autoattribution\">\r\n\r\nThis page titled\u00a04.10: Pedagogy\u00a0is shared under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by\/\" target=\"_blank\" rel=\"nofollow noopener\">CC BY\u00a0<\/a>license and was authored, remixed, and\/or curated by Erin Jones, EdS, ECSE, MBA.\r\n\r\n<\/div>\r\n<\/footer>","rendered":"<p class=\"lt-socialsci-39321\">The term <strong>pedagogy<\/strong> refers to the holistic nature of educators\u2019 professional practice (especially those aspects that involve building and nurturing relationships), decision-making, and teaching and learning. When educators establish respectful relationships with children and caregivers, they can work together to develop programs and experiences that are relevant to children and build on individual and group interests. These experiences create possibilities for children\u2019s ideas and activities, allowing them to celebrate their interests and friendships and express themselves in different ways.<\/p>\n<p class=\"lt-socialsci-39321\">Educators\u2019 professional judgments are central to their active role in facilitating children\u2019s learning. In making professional judgements, they weave together their:<\/p>\n<ul>\n<li class=\"lt-socialsci-39321\">Professional knowledge and skills<\/li>\n<li class=\"lt-socialsci-39321\">Knowledge of children, caregivers, and communities<\/li>\n<li class=\"lt-socialsci-39321\">Awareness of how their beliefs and values impact children\u2019s well-being and learning<\/li>\n<li class=\"lt-socialsci-39321\">Personal styles and past experiences.<\/li>\n<\/ul>\n<p class=\"lt-socialsci-39321\">They also draw on their creativity, imagination, and insight to help them improvise and adjust their practice to suit the time, place, and context of learning.<\/p>\n<figure>\n<figure style=\"width: 341px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"internal\" src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/28315\/clipboard_e3405d80482afdf3fd6c4a5ae513162fe.png?revision=1\" alt=\"clipboard_e3405d80482afdf3fd6c4a5ae513162fe.png\" width=\"341\" height=\"243\" \/><figcaption class=\"wp-caption-text\">Figure 4.28: This image of an educator and child engaged in an experience around drawing is pedagogy in action. (Image by Staff Sgt. Vesta Anderson is in the public domain)<\/figcaption><\/figure>\n<\/figure>\n<p class=\"lt-socialsci-39321\">Different theories about childhood inform approaches to children\u2019s learning and development. School-age care educators draw upon a range of perspectives in their work. Drawing on a range of perspectives and theories can challenge traditional ways of seeing children, facilitating learning, and encourage educators, as individuals and with colleagues, to:<\/p>\n<ul>\n<li class=\"lt-socialsci-39321\"><strong>Investigate<\/strong> why they act in certain ways<\/li>\n<li class=\"lt-socialsci-39321\"><strong>Discuss<\/strong> and debate theories to identify strengths and limitations<\/li>\n<li class=\"lt-socialsci-39321\"><strong>Recognize<\/strong> how the theories and beliefs that they use to make sense of their work enable but also limit their actions and thoughts<\/li>\n<li class=\"lt-socialsci-39321\"><strong>Consider<\/strong> the consequences of their actions for children\u2019s experiences<\/li>\n<li class=\"lt-socialsci-39321\"><strong>Find<\/strong> new ways of working fairly and justly.<\/li>\n<\/ul>\n<footer class=\"mt-content-footer\">\n<hr class=\"autoattribution-divider\" \/>\n<div class=\"autoattribution\">\n<p>This page titled\u00a04.10: Pedagogy\u00a0is shared under a\u00a0<a href=\"https:\/\/creativecommons.org\/licenses\/by\/\" target=\"_blank\" rel=\"nofollow noopener\">CC BY\u00a0<\/a>license and was authored, remixed, and\/or curated by Erin Jones, EdS, ECSE, MBA.<\/p>\n<\/div>\n<\/footer>\n","protected":false},"author":154,"menu_order":12,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-114","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":334,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/114","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/users\/154"}],"replies":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/comments?post=114"}],"version-history":[{"count":7,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/114\/revisions"}],"predecessor-version":[{"id":1463,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/114\/revisions\/1463"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/parts\/334"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/114\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/media?parent=114"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapter-type?post=114"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/contributor?post=114"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/license?post=114"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}