About this paper

Appears in:
Pages: 4469-4478
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.2058

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

DOES CHILDHOOD PEDAGOGY MATTERS? THE ROLE OF PEDAGOGICAL APPROACHES ON THE DEVELOPMENT OF TEACHER INTERACTION QUALITY AND CHILDREN’S LEARNING

D. Lino

Instituto Politécnico de Lisboa (PORTUGAL)
This study is focused on childhood pedagogy and its dimensions, with a special focus on adult-child interaction. Childhood pedagogy studies pedagogical practices developed, in both school and non-school contexts, for the education of children, in its relationship with theories and beliefs, through an analysis of the delivery processes and the justification for action, and through a reflection in – and about – that action. (Oliveira-Formosinho, 2013). Within childhood pedagogy adult-child interaction has a crucial role on children's construction of knowledge, and in this sense this pedagogical dimension is the core of childhood pedagogy (Malaguzzi, 1998; Hohmann & Weikart, 1997). The main goal of the study is to understand the relationship among the quality of adult-child interaction and children’s learning within different early childhood pedagogical approaches. The methodology used is the Mixed Methods Research and data was collected through the application of PIP - Preschool Implementation Profile, and Target Child (Pascal & Bertarm, 1999). The participants are 40 preschool teachers working with different pedagogical approaches, and 160 children aged 3 to 5 years. Data analysis showed the role of different pedagogical approaches to the development of high quality adult-child interaction and to the quality of children’s learning experiences. One of the main conclusions of the study is that the quality of adult-child interaction varies according the pedagogical approach adopted by early childhood education teachers, and has positive impact on the quality of young children’s learning experiences.
@InProceedings{LINO2016DOE,
author = {Lino, D.},
title = {DOES CHILDHOOD PEDAGOGY MATTERS? THE ROLE OF PEDAGOGICAL APPROACHES ON THE DEVELOPMENT OF TEACHER INTERACTION QUALITY AND CHILDREN’S LEARNING},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.2058},
url = {http://dx.doi.org/10.21125/iceri.2016.2058},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {4469-4478}}
TY - CONF
AU - D. Lino
TI - DOES CHILDHOOD PEDAGOGY MATTERS? THE ROLE OF PEDAGOGICAL APPROACHES ON THE DEVELOPMENT OF TEACHER INTERACTION QUALITY AND CHILDREN’S LEARNING
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.2058
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 4469
EP - 4478
ER -
D. Lino (2016) DOES CHILDHOOD PEDAGOGY MATTERS? THE ROLE OF PEDAGOGICAL APPROACHES ON THE DEVELOPMENT OF TEACHER INTERACTION QUALITY AND CHILDREN’S LEARNING, ICERI2016 Proceedings, pp. 4469-4478.
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