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Journal articles on the topic 'Developmental pedagogy'

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Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Genovese, Jeremy E. C. "Piaget, Pedagogy, and Evolutionary Psychology." Evolutionary Psychology 1, no. 1 (January 1, 2003): 147470490300100. http://dx.doi.org/10.1177/147470490300100109.

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Constructivist pedagogy draws on Piaget's developmental theory. Because Piaget depicted the emergence of formal reasoning skills in adolescence as part of the normal developmental pattern, many constructivists have assumed that intrinsic motivation is possible for all academic tasks. This paper argues that Piaget's concept of a formal operational stage has not been empirically verified and that the cognitive skills associated with that stage are in fact “biologically secondary abilities” ( Geary and Bjorklund, 2000 ) culturally determined abilities that are difficult to acquire. Thus, it is unreasonable to expect that intrinsic motivation will suffice for most students for most higher level academic tasks. In addition, a case is made that educational psychology must incorporate the insights of evolutionary psychology.

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2

Plaksina, Irina Vasil'evna, and Svetlana Yur'evna Samsonova. "Eco-Psychological Model as a Basis of Developmental Teaching in Secondary Education." Pedagogika. Voprosy teorii i praktiki, no. 2 (April 2020): 196–201. http://dx.doi.org/10.30853/pedagogy.2020.2.12.

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3

Loizou, Eleni, and Nasia Charalambous. "Empowerment Pedagogy." Journal of Research in Childhood Education 31, no. 3 (May 16, 2017): 440–52. http://dx.doi.org/10.1080/02568543.2017.1314396.

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4

Skerry, Amy E., Enoch Lambert, Lindsey J. Powell, and Katherine McAuliffe. "The Origins of Pedagogy: Developmental and Evolutionary Perspectives." Evolutionary Psychology 11, no. 3 (July 2013): 147470491301100. http://dx.doi.org/10.1177/147470491301100306.

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MellOw, Gail O., Diana D. Woolis, and Diana Laurillard. "In Search of a New Developmental-Education Pedagogy." Change: The Magazine of Higher Learning 43, no. 3 (April 29, 2011): 50–59. http://dx.doi.org/10.1080/00091383.2011.569264.

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6

Gergely, György, Katalin Egyed, and Ildikó Király. "On pedagogy." Developmental Science 10, no. 1 (January 2007): 139–46. http://dx.doi.org/10.1111/j.1467-7687.2007.00576.x.

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7

Leonard, Timothy, and Patrick J. Flink. "Integrating Service-Learning Pedagogy Into Community College Coursework." International Journal of Innovative Teaching and Learning in Higher Education 1, no. 1 (January 2020): 25–36. http://dx.doi.org/10.4018/ijitlhe.2020010103.

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Developmental students face significant academic and life challenges as they pursue a college degree. As students in developmental studies often struggle to complete their courses, research focused on innovative pedagogy that engages students while developing skills is needed. This project sought to investigate implementing an on-campus, service-learning (SL) component into developmental reading courses. Students participated in SL by reading to children at the on-campus Early Childhood Center (ECC) one time per week, during scheduled class, with time provided for structured metacognition through reflective journals. A phenomenological approach was used for this study, and Interpretive Phenomenological Analysis (IPA) was used to examine responses and note trends in data. It was found that students who participated in SL as part of their developmental reading course reported multiple positive effects such as developing a positive academic mindset, improving self-efficacy, and increasing motivation to read.

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8

Kramsch, Claire, and Patricia Sullivan. "Appropriate pedagogy." ELT Journal 50, no. 3 (July 1996): 199–212. http://dx.doi.org/10.1093/elt/50.3.199.

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9

Kwieciński, Zbigniew. "Czy pedagogika polska ma swoje wielkie pytnia?" Studia Edukacyjne, no. 48 (April 15, 2018): 7–22. http://dx.doi.org/10.14746/se.2018.48.1.

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The sources of the great questions of Polish pedagogy originate in the canon of eminent pedagogues of the interwar period, in the development blocks of our collective consciousness, in the dynamic cultural and developmental transformations on a global scale, and in the strong connections of pedagogy with its fundamental sciences.

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LEI, Huey. "USE OF APPARATUSES IN SCIENCE LABORATORY: Developmental Characteristics of Didactical Interactions." International Education and Learning Review 1, no. 2 (July 10, 2019): 75–81. http://dx.doi.org/10.37467/gka-edurev.v1.2046.

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Teaching and learning through the use of tools is evolving in response to new developments in pedagogy that aim to enhance students’ high-order thinking skills. This paper presents results from part of a research project investigating innovative teaching pedagogy, engaging with active learning through students’ manipulation of apparatuses in a series of mathematics lessons conducted in a science laboratory. The findings of the study include illustration of the development of didactical interactions, a modified framework yielding multi-directional transitions of interactive activities. This serves not only to promote interactive learning activities, including various active forms of productions, but also embraces innovation in STEM education.

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Loizou, Eleni, and Maria Demetriou. "Infancy pedagogy and praxis." European Early Childhood Education Research Journal 27, no. 4 (June 23, 2019): 436–53. http://dx.doi.org/10.1080/1350293x.2019.1634232.

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12

Blimling, Gregory S. "Creating Contexts for Learning and Self-Authorship: Constructive Developmental Pedagogy." Journal of Higher Education 73, no. 2 (March 2002): 307–9. http://dx.doi.org/10.1080/00221546.2002.11777149.

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13

Revyakina, Valentina, Viktor Lobanov, and Sergey Kulikov. "Developmental Education and its Relevance to the Russian Innovative Pedagogy." Revista Obutchénie 1, no. 1 (March 15, 2017): 59–69. http://dx.doi.org/10.14393/obv1n1a2017-3.

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14

Marton, Ference. "Towards a Pedagogy of Content." Educational Psychologist 24, no. 1 (January 1989): 1–23. http://dx.doi.org/10.1207/s15326985ep2401_1.

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15

Hakkarainen, P., and M. Bredikyte. "Playworlds and Narratives as a Tool of Developmental Early Childhood Education." Психологическая наука и образование 25, no. 4 (2020): 40–50. http://dx.doi.org/10.17759/pse.2020250404.

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We shortly introduce some main ideas of a project of scientific research collective “School” (Shkola) led by academic V.V. Davydov. The collective elaborated a new project — “Concept of preschool education” [9] that would better meet the developmental and educational needs of young children and create the basis for learning activity at school. The project has inspired development of playworld pedagogy in Sweden and Finland. Now 30 years later, attempts to design systems of developmental early childhood education try to concretize central concepts of Davydov’s project. This article presents interpretation and elaboration of the main ideas of the project in playworld pedagogy developed in Scandinavian early childhood education. We propose a systematic transition from joint adult — children play, to independent children initiated play. Children’s personality development presupposes esthetic reaction and contradictory unity of affect and intellect in narrative role play. We have concluded that present attempts to design new developmental early childhood education programs cannot forget the ideas of the collective from the 1990’s.

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Podlucká, Dušana. "Integrating disability and developmental theories for an equitable inclusive education: towards transformative educational praxes." Revista Polyphonía 32, no. 2 (November 18, 2021): 148–73. http://dx.doi.org/10.5216/rp.v32i2.70903.

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The US higher education institutions are legally bound to provide equal educational opportunities for diverse learners. This paper contends that despite the growing interest in implementing more inclusive pedagogy, those efforts still fall short of systematically addressing intersecting, oppressive, and anti-ableist practices in the classroom. I call for a theory that frames disability in the context of learning and development and overcomes dichotomized, reductionist and individualistic notions of disability and learning. Drawing on Critical Disability Studies, Vygotsky’s theory of defectology and the Transformative Activist Stance, this paper outlines a transformative pedagogy framework for inclusive, equitable, and anti-ableist education for all learners.

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Dudley‐Marling, Curt. "Bells, whistles, and pedagogy." Early Child Development and Care 69, no. 1 (January 1991): 99–106. http://dx.doi.org/10.1080/0300443910690110.

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18

Barrow, Giles. "Social pedagogy: heart and head." Pastoral Care in Education 31, no. 4 (December 2013): 354–57. http://dx.doi.org/10.1080/02643944.2013.840128.

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19

Blimling, Gregory S. "Creating Contexts for Learning and Self-Authorship: Constructive Developmental Pedagogy (review)." Journal of Higher Education 73, no. 2 (2002): 307–9. http://dx.doi.org/10.1353/jhe.2002.0015.

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20

Kusztal, Justyna. "Social Pedagogy as a Source of Social Prophylactics and Social Rehabilation Theory and Practice." Polska Myśl Pedagogiczna 7 (November 30, 2021): 139–57. http://dx.doi.org/10.4467/24504564pmp.21.007.13937.

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The article presents an analysis and interpretation of the sources and other materials gathered in search of answers to the questions about social pedagogy as the source of contemporary social rehabilitation thinking and practice. Social pedagogy and social rehabilitation pedagogy share some of their history, both rooted in the thinking and writings of the first Polish pedagogues (19th/20th century), and also in the institutional measures designed to serve people and social groups, especially children threatened by poverty, marginalization and social maladjustment. The article discusses the developmental stages of Polish social pedagogy, with the turning point being 1945, as well as their implications for the evolution of social rehabilitation ideas and practice, from their origin at the turn of the 19th and 20th centuries to the present day.

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21

Boichevska, Ilona, and Liudmyla Veremiuk. "INFLUENCE OF REFORMIST PEDAGOGY ON THE DEVELOPMENT OF EUROPEAN EDUCATION IN THE LATE 19th – EARLY 20th CENTURY." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (September 22, 2022): 90–98. http://dx.doi.org/10.31499/2307-4906.3.2022.265921.

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The article highlights the impact of reformist pedagogy on the development of European education in the end of the 19th – early 20th century. The trends, directions, and works of different pedagogues-creators of their own author’s schools, which belonged to the reformist pedagogy, were analyzed. It has been established that the problem of labour training aroused from the epoch of the Renaissance. Representatives of democratic direction, such humanists-educators as F. Rable and M. Montaigne developed the ideas of labour training. An English educator, philosopher J. Locke put up the need for manual labour. As a result of analysis of different pedagogues-reformists’ activity it has been revealed that labour schools functioning was the prerequisite for the emergence of ideas of “pedagogy of action”, proposed by W. A. Lay. Keywords: European reformist pedagogy; labour school; school of action; pedagogy of pragmatism; psychological and physiological features; organic curriculum; productive work; developmental training; school reform; formal education.

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22

Enns, Carolyn Zerbe. "Feminist Pedagogy Over Time." Sex Roles 63, no. 3-4 (February 10, 2010): 295–97. http://dx.doi.org/10.1007/s11199-010-9748-8.

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23

Maley, Alan. "Perceptions of Language Pedagogy." ELT Journal 74, no. 4 (August 21, 2020): 512–14. http://dx.doi.org/10.1093/elt/ccaa042.

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24

Barrable, Alexia. "Refocusing Environmental Education in the Early Years: A Brief Introduction to a Pedagogy for Connection." Education Sciences 9, no. 1 (March 19, 2019): 61. http://dx.doi.org/10.3390/educsci9010061.

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The aim of this article is to introduce an effective, evidence-informed, and developmentally appropriate framework of practice for Environmental Education (EE) in the early years, with the ultimate goal being to achieve environmental sustainability. Initially, the author will briefly examine the current state of EE in the early years, contextualising it within a gradual shift from EE to the more encompassing Education for Sustainable Development (ESD). The article then proposes that there is a need for a refocusing of EE in the early years that has as a central goal—the promotion of nature connectedness, benefiting both the next generation of learners, as well as our planet. A four-point draft of a pedagogy for connection will be outlined that comprises sustained contact, engagement with nature’s beauty, cultivation of compassion towards non-human nature, and mindfulness. The latest empirical research from ecopsychology and developmental psychology will be used throughout in order to synthesise this brief initial draft of a pedagogy for connection.

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25

Roselle, Ann. "Preparing the Underprepared: Current Academic Library Practices in Developmental Education." College & Research Libraries 70, no. 2 (March 1, 2009): 142–56. http://dx.doi.org/10.5860/0700142.

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This qualitative study examines academic libraries and developmental education. The study was based on semistructured telephone interviews with 31 librarians from 21 states. Interview questions focused on instruction services for developmental students, library collections for developmental students, collaboration with developmental education instructors and learning centers, and professional development related to developmental education. Analysis of the results shows that librarians apply sound pedagogy when infusing basic library skills into developmental education and academic success courses, design assignments with high probability of student success, reduce library anxiety and build student confidence, and develop and promote library collections beneficial to developmental students.

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26

Pivnitskaya, Olga V. "Vocal Biomechanics in Domestic Pedagogy." Musical Art and Education 9, no. 4 (2021): 132–46. http://dx.doi.org/10.31862/2309-1428-2021-9-4-132-146.

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27

Corrie, L. "Vertical Integration: Teachers’ Knowledge and Teachers’ Voice." Australasian Journal of Early Childhood 20, no. 3 (September 1995): 1–5. http://dx.doi.org/10.1177/183693919502000302.

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The Ministerial Task Force in Western Australia has stimulated debate on the issue of vertical integration in the early years of school. This paper traces the theoretical basis for vertical integration, and some differences in pedagogy between preprimary and primary teachers. Contrasts are drawn between transmission-based pedagogy with a higher level of teacher control, and acquirer-based pedagogy with a higher level of pupil control. It is suggested that these important issues of pedagogical knowledge should be addressed in order to achieve the underlying principles of vertical integration. In addition, early childhood pedagogy will be maintained when teachers are able to articulate their pedagogical knowledge and act as advocates for their profession.

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Kaplan, Sandra. "Is there a gifted‐child pedagogy?" Roeper Review 25, no. 4 (June 2003): 165. http://dx.doi.org/10.1080/02783190309554223.

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29

Enyedy, Noel, and Shiuli Mukhopadhyay. "They Don't Show Nothing I Didn't Know: Emergent Tensions Between Culturally Relevant Pedagogy and Mathematics Pedagogy." Journal of the Learning Sciences 16, no. 2 (March 28, 2007): 139–74. http://dx.doi.org/10.1080/10508400701193671.

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30

Moreno, Elisabeth. "The Pedagogy of Possibilities: Developmental Education, College-Level Studies, and Learning Communities." Journal of College Reading and Learning 35, no. 1 (September 2004): 84–88. http://dx.doi.org/10.1080/10790195.2004.10850169.

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31

Richards, Craig E. "Toward a Pedagogy of Self." Teachers College Record: The Voice of Scholarship in Education 111, no. 12 (December 2009): 2732–59. http://dx.doi.org/10.1177/016146810911101206.

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Background/Context The literature on emotional and social intelligence, based on the theoretical constructs of several authors, identifies self-awareness as a core skill for leadership development. However, there is very little research or theory on how one might develop a pedagogy of self-awareness for leaders. Purpose/Objective/Research Question/Focus of Study This study describes an innovative leadership development program in self-awareness in the Summer Principals Academy at Teachers College. It describes both the theoretical and practical pedagogy of self-awareness training. What follows is a description of that pedagogy and some preliminary research results based on the journals and feedback of 45 students who completed the program in 2006. Intervention/Program/Practice The intervention consisted of daily 45-minute sessions of training in sensory awareness. The primary modes of training focused on breath, body sensations, listening, and visualizations. The training occurred as part of a five-day-per-week, six-week intensive leadership development master's degree program over two summers. Research Design Participants recorded their thoughts and feelings in semistructured journal entries immediately following the training sessions. At the end of each week, they reviewed their journal notes and wrote a weekly reflection on their experiences with the practice. In addition to the weekly reflections, they wrote three-week, six-week, and summative reflections on their experiences with the practice. These qualitative data were entered into NVivo software, coded, and analyzed for themes. Findings/Results The themes that emerged from the data led to the development of cognitive maps for practitioners that provide heuristics and developmental guides for practice, as well as refinements of the training protocols.

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32

Hudson, Thom. "Nothing Does Not Equal Zero." Studies in Second Language Acquisition 15, no. 4 (December 1993): 461–93. http://dx.doi.org/10.1017/s0272263100012389.

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During the past decade and a half, a great deal of research has posited a developmental sequence approach in second language acquisition. Much of this research has proposed that certain linguistic structures are acquired in a natural immutable order while other linguistic structures are acquired variably as a result of a learner's orientation (Clahsen, Meisel, & Pienemann, 1983; Meisel, Clahsen, & Pienemann, 1981; Pienemann, 1984, 1985, 1987; Pienemann & Johnston, 1987). Proposals have been made for extending the model into language assessment and pedagogy (Clahsen, 1985; Pienemann, 1984, 1992; Pienemann & Johnston, 1987). The present study reexamines the original social-psychological research upon which the multidimensional model is based and shows that it is incorrect due to faulty analyses. Further, it examines the limited applicability and generalizability of the developmental sequence approach for assessment and pedagogy.

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Choi, Euichang. "Lost in Sport Pedagogy Research?: Navigating and Finding Possible Way Outs in Western Sport Pedagogy 3.0 Labyrinth." Korean Journal of Sport Science 33, no. 3 (September 30, 2022): 279–95. http://dx.doi.org/10.24985/kjss.2022.33.3.279.

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PURPOSE Sport pedagogy (SP) has established itself as a subdiscipline in Human Movement Studies since the 1970s. It has become an academic labyrinth as a result of its rapid flourishing. Most researchers are extremely confused about this disorderly research complex. This study aimed to evaluate the characteristics of SP in stages in the western (mostly English speaking) countries. METHODS Analysis of literature published in English from 1990 to 2022. RESULTS The developmental versions were divided as follows: SP1.0 is positivistic in nature, SP2.0 is multi-paradigmatic as it includes all paradigms, and SP3.0 (current version). Many academic journals have been launched, and a variety of books on divergent topics are being published. Currently, research has exploded. In SP3.0, research performed by British scholars are notable in terms of number and quality, overpowering those by scholars in the USA and other countries. Youth sport and sport coaching are regarded as new legitimate areas. Additionally, signs for SP4.0 have been indicated. CONCLUSIONS In order to find way outs in the SP labyrinth, it is necessary to recognize the current research trends in international SP.

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34

Fallace, Thomas D. "John Dewey’s Vision(s) for Interdisciplinary Social Studies." Social Studies Research and Practice 11, no. 1 (March 1, 2016): 177–89. http://dx.doi.org/10.1108/ssrp-01-2016-b0011.

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For over a century, social studies educators have drawn upon the works of philosopher John Dewey to justify an interdisciplinary vision for the field. This manuscript explores the intellectual context that engendered Dewey’s pedagogical vision, outlines how and why Dewey organized his interdisciplinary curriculum at the University of Chicago Laboratory School, and traces how Dewey expanded his pedagogy in the 1920s and 1930s to include the interdisciplinary study of social and political issues in the classroom. The author argues that Dewey’s interdisciplinary pedagogy is best appreciated through a developmental and contingent framework.

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Danilova, Nataliya, and Emma Dolan. "The politics and pedagogy of war remembrance." Childhood 27, no. 4 (June 7, 2020): 498–513. http://dx.doi.org/10.1177/0907568220921226.

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Drawing on analysis of learning materials, interviews and ethnographic observations of Scottish education, we analyse how projects aimed at teaching children to remember wars instil war-normalising logics through (a) substitution of self-reflective study of conflict with skill-based knowledge; (b) gendered and racial stereotyping via emphasis on soldier-centric (Scottish/British) nationalisms, localisation and depoliticisation of remembrance; (c) affective meaning-making and embodied performance of ‘Our War’. Utilising Ranciere-inspired critical pedagogy, we explore opportunities for critical engagement with the legacy of conflicts.

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36

Kubota, Ryuko. "Critical antiracist pedagogy in ELT." ELT Journal 75, no. 3 (June 25, 2021): 237–46. http://dx.doi.org/10.1093/elt/ccab015.

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Abstract Antiracism constitutes an important component of social justice in ELT. Yet, discussing racism is often evaded, leaving the concept of racism inadequately understood. This article aims to illuminate racism and invite readers to engage in race-aware discourses and enact critical antiracism. I first outline key issues, including what race is, how race and language are related, and what different forms of racism exist. The complex nature of racism invites ELT professionals to engage in critical antiracist pedagogy, which requires de-essentializing, de-simplifying, de-silencing, and decolonizing antiracism. Critical antiracist pedagogy recognizes intersectionality, different forms of racism, the need for explicit discussion, and the privilege that settlers of color possess in settler colonialism, the latter of which indicates the need for forging solidarity among racialized groups. It also requires critical reflexivity of complicity and privilege involved in antiracist enactment. I provide pedagogical recommendations founded on a dialogic approach with situational ethics and reflexivity.1

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37

Foster, Pauline. "Task-based learning and pedagogy." ELT Journal 53, no. 1 (January 1999): 69–70. http://dx.doi.org/10.1093/elt/53.1.69.

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Siegel, J. "Thoughts on L2 listening pedagogy." ELT Journal 65, no. 3 (April 15, 2011): 318–21. http://dx.doi.org/10.1093/elt/ccr029.

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Ontuganova, Shynar, Japbarov Amangeldi, and Akynova Lyazzatkul. "Determining logical teaching methods and techniques for primary schoolchildren’s thought and language development." Cypriot Journal of Educational Sciences 17, no. 4 (April 30, 2022): 1051–65. http://dx.doi.org/10.18844/cjes.v17i4.7101.

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Aabstract This paper considers one of the relevant problems of modern pedagogy - the use of logical approaches in teaching to the development of thought and language of primary schoolchildren. The purpose of the study is to determine the main criteria for the developmental education of thought and language to primary school children and to assess the level of schoolchildren before and after the experimental work in the process of completing tasks using logical approaches. The study involved 150 3rd grade primary schoolchildren: as an experimental (76 schoolchildren) and control (74 schoolchildren) groups. The experimental work carried out gave exhibited that the use of logical approaches in teaching schoolchildren of the experimental and control groups made it possible to improve the basic skills of speech development of schoolchildren and thinking from low and medium to medium and high levels, respectively. Keywords: Developmental education; language; primary school pedagogy; thought.

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Hevesi, Tímea. "Methodological support for educators with "symbol pedagogy"." Nastava i vaspitanje 71, no. 2 (2022): 167–82. http://dx.doi.org/10.5937/nasvas2202167h.

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Our knowledge of social interactions, learning motivation and, increasingly, well-being is integrating into today's emerging pedagogical paradigm. We aim to outline a pedagogical model that can help educators in the integration of children with atypical behavior by developing their social well-being. We further aim to use the results of our research to formulate recommendations for professionals (e.g. kindergarten teachers, developmental teachers) on the integration of children with atypical behavior into peer groups. In this interdisciplinary work, we introduce a possible method of inclusion, and outline a pedagogical model which we have named symbol pedagogy. We present exploratory research during which a pedagogical experiment was carried out. The participants in our research were children showing behavioral patterns indicating autism, who found it difficult to integrate with their peers due to their behavioral oddities. The results of our exploratory research indicate that the application of our pedagogical model can help the work of educators who work with children showing behavioral patterns indicating autism, and that the application of symbol pedagogy can contribute to the social well-being of these children.

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Kurian, Nomisha. "Transforming education: reimagining learning, pedagogy and curriculum." Pastoral Care in Education 39, no. 4 (October 2, 2021): 401–3. http://dx.doi.org/10.1080/02643944.2021.1996458.

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42

Simon, Rob. "On the Human Challenges of Multiliteracies Pedagogy." Contemporary Issues in Early Childhood 12, no. 4 (January 1, 2011): 362–66. http://dx.doi.org/10.2304/ciec.2011.12.4.362.

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Drawing on examples from classroom practice, this article explores implications of regarding multiliteracies pedagogy in early childhood settings as relationally and culturally situated. The author argues that investigating human dimensions of multiliteracies pedagogy involves interrogating assumptions about children and their capacities—viewing their cultural legacies and languages as powerful resources for teaching and learning, embedded in social contexts and relationships—as well as teachers—considering their positions in classrooms as sites from which theories of literacy learning can not only be applied, but also developed.

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Kyriacou, Chris, and Annett Uhlemann. "Swiss student‐teachers' views of social pedagogy." Pastoral Care in Education 29, no. 1 (March 2011): 25–33. http://dx.doi.org/10.1080/02643944.2010.548394.

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Peter, Melanie. "Drama: narrative pedagogy and socially challenged children." British Journal of Special Education 36, no. 1 (March 2009): 9–17. http://dx.doi.org/10.1111/j.1467-8578.2009.00414.x.

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45

Snider, Vicki E., and Rebecca Roehl. "Teachers' beliefs about pedagogy and related issues." Psychology in the Schools 44, no. 8 (November 2007): 873–86. http://dx.doi.org/10.1002/pits.20272.

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Атякшева, Ирина, Irina Atayaksheva, Татьяна Литвинцева, Tat'yana Litvinceva, Татьяна Кель, and Tatyana Kel. "Accessible Educational Environment and Pedagogical Support: Theories and Solutions." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 3, no. 2 (September 3, 2019): 104–10. http://dx.doi.org/10.21603/2542-1840-2019-3-1-104-110.

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The research features the concept of accessible educational environment provided by educational institutions. The paper introduces some models of accessible educational environment, pedagogical support, its principles, forms, and methods. The authors define the pedagogical conditions that would contribute to personality development in an accessible educational environment. Potential and feasible solutions can be identified according to various educational technologies that reveal the subtleties of pedagogical activity in the context of modern personal development, the features of which are specified on the basis of psycho-correction, psycho-didactic, developmental psychology, social pedagogy, and social psychology. One’s involvement in the developmental and educational process is determined by various components of the activities carried out by the student, i.e. his or her well-being, desire to learn and communicate, to belong, entertain, help other students, parents, and teachers, to visit the library, participate in school events, etc. Modern pedagogy offers a variety of social and educational activities for people with special needs, thus ensuring continuous personality development.

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Langford, Rachel. "Critiquing Child-Centred Pedagogy to Bring Children and Early Childhood Educators into the Centre of a Democratic Pedagogy." Contemporary Issues in Early Childhood 11, no. 1 (January 2010): 113–27. http://dx.doi.org/10.2304/ciec.2010.11.1.113.

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Hart, Jennifer L., and Michael C. Nagel. "Including Playful Aggression in Early Childhood Curriculum and Pedagogy." Australasian Journal of Early Childhood 42, no. 1 (March 2017): 41–48. http://dx.doi.org/10.23965/ajec.42.1.05.

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THE APPROPRIATENESS OF YOUNG children's playful aggression within early childhood settings continues to be debated among early childhood professionals. Research suggests that children's play—all types of play—should be the foundation of early childhood practice; however, playful aggression continues to be a neglected aspect of early childhood curricula. While decades of research identify the significant developmental benefits within multiple domains of learning as derived from various aspects of play, strict policies prohibiting playful aggression remain. With a growing number of young children enrolled in preschool programs it is important for educators to provide beneficial and inclusive experiences conducive to fostering optimal development of young children in all learning domains. This article suggests that the intolerance of children's playful aggression may reduce their optimal development; more specifically, their cognitive, social, physical and communicative development may be limited or hindered due to the omission and/or exclusion of playfully aggressive opportunities.

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Kangas, Jonna, Tuulikki Ukkonen-Mikkola, Heidi Harju-Luukkainen, Samuli Ranta, Heidi Chydenius, Jaana Lahdenperä, Marita Neitola, Jarmo Kinos, Nina Sajaniemi, and Inkeri Ruokonen. "Understanding Different Approaches to ECE Pedagogy through Tensions." Education Sciences 11, no. 12 (December 4, 2021): 790. http://dx.doi.org/10.3390/educsci11120790.

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The concept of pedagogy is the key to understanding pedagogy in early childhood education (ECE) in the Nordic countries, which are known for their high quality of life and education. However, in ECE, there are several different approaches toward pedagogy and it can be said that pedagogy is a multidimensional and dynamic concept. In this paper, the different approaches to pedagogy are defined and reconceptualized through an integrative literature analysis focusing on scientific papers and research reports of the concept. Five approaches to pedagogy were constructed: pedagogy through interaction, pedagogy through scaffolding, pedagogy through didactics, pedagogy through expertise, and pedagogy through future orientation. The identified tensions and elements within the five approaches are presented. Finally, the shared elements among these pedagogical approaches are presented in a dynamic model.

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Raban, Bridie. "Learning, Progression and Development Principles for Pedagogy and Curriculum Design." Australasian Journal of Early Childhood 26, no. 2 (June 2001): 31–35. http://dx.doi.org/10.1177/183693910102600207.

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The active role of early childhood educators is supported and confirmed in this review of recent research. Diversity of individual developmental pathways, the significance of life experiences, and the relationships between what is already known and new knowledge are highlighted. The role of ‘critical periods’ during development is considered and evaluated in the light of concepts such as ‘dynamic development, and the notion of a gradul unfolding of skills and abilities as children grow older is challenged. The significance of planned interventions is illuminated within this wider context. Curriculum for early childhood settings is addressed in the light of community values.

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