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RECONCEPTUALISING ECEC: TOWARDS A TRANSFORMATIVE PEDAGOGY FOR ECEC

RECONCEPTUALISING ECEC: TOWARDS A TRANSFORMATIVE PEDAGOGY FOR ECEC. NASEEMA SHAIK (PHD) CAPE PENINSULA UNIVERSITY OF TECHNOLOGY DEPUTY PRESIDENT OF SOUTH AFRICAN RESEARCH ASSOCIATION FOR EARLY CHILDHOOD EDUCATION 2-3 MAY 2018 ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

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RECONCEPTUALISING ECEC: TOWARDS A TRANSFORMATIVE PEDAGOGY FOR ECEC

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  1. RECONCEPTUALISING ECEC: TOWARDS A TRANSFORMATIVE PEDAGOGY FOR ECEC NASEEMA SHAIK (PHD) CAPE PENINSULA UNIVERSITY OF TECHNOLOGY DEPUTY PRESIDENT OF SOUTH AFRICAN RESEARCH ASSOCIATION FOR EARLY CHILDHOOD EDUCATION 2-3 MAY 2018 ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD EARLY CHILDHOOD CARE AND EDUCATION CONFERENCE

  2. “Education is the most powerful weapon which you can use to change the world.” Nelson Mandela

  3. How have we come to understand ECEC? Early childhood education is strongly dominated by a positivistic and regulatory discourse (Moss 2017). • the story of quality and high returns as it employs a narrow concept of education and learning, focused on assessment, learning outcomes • forcing an early childhood curriculum that resonates with transmissive and instructivist practices.

  4. How have we come to understand ECEC • A dominant discourse that resonates with a prophetic pedagogy. • is narrow, controlling and resorts to the control of power. • Limiting possibilities of how early childhood pedagogy can be seen from alternative lenses . • ECEC as a democratic and emancipatory space. • Such a discourse closes the door to plurality, inclusion and democracy.

  5. What is the prevailing pedagogical culture for ECEC? • The“one size fits all curriculum.” • The schoolification model of early childhood education and care. • “Mainstream pedagogical practice promotes a transmissive pedagogy and a beaurocratic practice .” Formosinho & Oliviera-Formosinho 2008

  6. So what needs to be transformed? Image of the Child Early childhood space pedagogy Parents and communities Teacher training

  7. t Transformation of the image of the child • Developmental psychology. • Valuing children as becomings and not beings. • Sociology of childhood critiques developmental psychology. • Casts children as social actors. • Beings in their own right with voice and agency. • Creating a listening pedagogy (Pascal 2009).

  8. Transformation of pedagogy • Authoritative pedagogy • Transmission of content and skills. • Learning by listening and reproducing. • Teacher centred. • Children are passive. • Participatory pedagogy • Creation of meaningful learning experiences involving learners. • Learning by doing, experiencing and discovering. • Child centred. • Children are active.

  9. Transformation of teacher training • Teachers need to understand the social and cultural need of children (Araujo 2011). • Need for adapting practice in relation to the contextual realities of children. • The need for a re-look at knowledge and the re-construction of practice. • Understanding educational intentionality. • Transforming teacher education refuses a prescriptive approach.

  10. Transforming engagement with parents and communities needs of children and families leads to transformation of pedagogy. Pedagogy of bonds is connectedness with parents, communities and the early childhood centre (Formosinho & Formosinho 2015)

  11. Transformation of the ECE space The early childhood space as a democratic space. A space that helps parents and communities to realize their full potential. The ECEC space as an environment that creates rich learning experiences. The ECEC space operating as a multi-purpose and resource centre that can empower parents and communities (Broadhead, Meleady & Delgado 2008).

  12. Why the need to transform ECEC? • Education and learning are social and interactive processes and thus the school is a social institution central to democratic societies through which social reform should take place (Dewey 1897). • listen, dialogue, action and reflection. • we need to develop active and engaged learners, asking critical questions. • we need to invite collaboration and negotiate meaning.

  13. Why the need to transform ECEC • The work of Paolo Freire, pedagogy of the oppressed (1970) is a lens through which critical pedagogy can be understood. It utilises ideas such as dialogic education rather than “banking education“ • Critical pedagogy contests a banking or transmissive pedagogy and seeks to transform society in a liberating manner to become more democratic and less oppressive.

  14. A relevant education is not restricted to a classroom, but seeks to contextualize the issues by the surrounding areas and people as part of the learning environment.A transformative pedagogy contests the conservative notion of teaching.

  15. Thank you

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