Schematic pedagogy: supporting one child’s learning at home and in a group.
Affiliation
University of Chester; University of SheffieldPublication Date
2016-02-24
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In this paper, we identify ways in which the learning of very young children can be supported by practitioners developing a schematic pedagogy which focuses on structures of children’s thinking. First, we provide a critical overview of relevant literature on schemas and schematic approaches to pedagogy. We then outline an original study undertaken to identify and support the learning of seven young children. Taking one child, whom we call Annie, we illustrate how her attention to the fine detail of elements of her home and group environments as she played offered strong clues to her pedagogues about her persistent interests (schemas). We show how careful observation by practitioners can be used to understand and support future learning encounters through a schematic pedagogy, and we consider implications of such an approach for practice in toddlers’ early learning.Citation
Atherton, F. & Nutbrown, C. (2016). Schematic pedagogy: Supporting one child’s learning at home and in a group. International Journal of Early Years Education, 24(1), 63-79. DOI: 10.1080/09669760.2015.1119671Publisher
Taylor & FrancisAdditional Links
http://www.tandfonline.com/doi/full/10.1080/09669760.2015.1119671Type
ArticleLanguage
enDescription
This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Early Years Education on 24/02/2016, available online: DOI: 10.1080/09669760.2015.1119671ISSN
0966-9760EISSN
1469-8463ae974a485f413a2113503eed53cd6c53
10.1080/09669760.2015.1119671
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