Atherton, F. and Nutbrown, C.E. (2016) Schematic pedagogy: supporting one child’s learning at home and in a group. International Journal of Early Years Education, 24 (1). pp. 63-79. ISSN 0966-9760
Abstract
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2016 The Author(s). Published by Taylor & Francis. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/Licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
Keywords: | Schemas; pedagogy; babies; toddlers; learning |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 11 Nov 2015 11:00 |
Last Modified: | 26 May 2016 12:53 |
Published Version: | http://dx.doi.org/10.1080/09669760.2015.1119671 |
Status: | Published |
Publisher: | Taylor and Francis |
Refereed: | Yes |
Identification Number: | 10.1080/09669760.2015.1119671 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:91817 |