Early Childhood Education Pedagogy

• Many children worldwide spend a significant amount of their first years in life in early childhood education and care. They have the right to an early childhood education pedagogy that gives them a good start in life, acquiring knowledge to master everyday life as well as an unknown future. Contemporary learning means new trajectories of knowledge formation, not at least the digitalization of society. In preschool, preschool leaders and teachers need a pedagogy that enables them to meet children in their widespread ways of learning and from the view of the child and childhood that emerge in a changing world. This article highlights how research in early childhood education pedagogy can lead to new thinking that has consequences for the children and their families, the profession, the preschool, and policy. The research contributes to an understanding of pedagogy as constituted in the relationships and mutual influence of policy, curriculum goals, preschool teachers’ competence, and how conditions are created for children’s play and learning in various early childhood settings. An extensive search of articles and books were conducted to provide this summary on early childhood education pedagogy. The articles/books are organized as four themes highlighting early childhood education pedagogy from different perspectives: Pedagogical Leadership in the field of early childhood education; Preschool Profession and Teaching Based on Pedagogy; Children’s Learning and Development as a Practice of Pedagogy; Pedagogy as a Mirror of Preschool Quality. Overall, the four themes highlight important research within the field of early childhood education pedagogy and provide glimpses of new research ideas and ways of working with children, preschool teachers, families, and policy issues.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

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