Pedagogical Practice

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Ongoing learning and reflective practice are key parts of early education and care. Educators examine on what is happening within practice and reflect on what could be changed. They look at an event from different perspectives and ask questions to develop new ways of thinking and understanding. Children should be allowed to make decisions and make choices about their own learning in learning contexts. Educators play an important role in providing such opportunities to children by reflecting on their experiences in pedagogical practice.
There is a great impact of reflection on pedagogical practice where educators think critically from wide range of viewpoints about ethics, philosophy and build new understandings. According to Schon (1995), …show more content…
When children develop a sense of agency, they become able to make their decisions. Malguzzi (1984), defines the learning environment as the third teacher. Pairman and Terreni (2005) state that physical environment contributes to provide supportive and collaborative partnerships, and provide emotional comfort and security for all stakeholders. For example, co-construction of learning allows children to give them voice in their own learning and learning environment. They should be able to find the right environment and partner to build their knowledge (Fraser, 2006). According to Gardener (1998), educators should encourage children to take initiative and guide their own learning. In a Reggio approach, children are considered as active agents in construction of their learning. Children should be encouraged to represent their ideas through writing, speaking, drawing, building, painting and sculpting (Arthur, Beecher, Death, Dockett, & Farmer, …show more content…
They should include on-going explorations and projects based on their interests in the curriculum. They should also interpret and reflect on children’s ideas. According to the Reggio Emilia Philosophy, children are competent, powerful and, knowledgeable. To give children opportunity to make decisions about their learning, they should engage together along with the teacher in an on-going process of sharing ideas and common understandings (Martalock, 2012). It is worth listening to the ideas of children and exploring with them (Fraser & Gestwicki, 2002, p. 20). Educators should involve children directly to do planning for the classroom. They should be encouraged to make decisions to choose activities, materials and challenges (Martalock, 2012. The image of rich child is described in Reggio Emilia Approach, where rich child is an active learner and co-creator of knowledge. This approach represents participation-based project where all stakeholders – children, educators and parents are involved in sharing ideas (Moss,
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