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Looking, listening, learning and linking: uses of observation for relational pedagogy
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posted on 2023-07-26, 12:40 authored by Paulette LuffConsiders the role of skilled and careful observation of young children in fostering relational approaches to young children’s care and education. The first section discusses the potential of observation as a pedagogical tool and then highlights inadequacies that have been identified in this area of early childhood professionals’ practice. The second section draws on evidence from a collective case study of 11 newly qualified childcare and education workers, employed in three different early years settings.
Findings from this research indicate that informal observant practice is very meaningful and enhances relationships with children, families and colleagues. However, this is not often reflected in the formal documenting of observations, which are focused upon monitoring the progress of individuals and therefore have limited use in developing children’s care and learning. Finally, proposals are made for a move towards more inclusive and collaborative ways of working, drawing inspiration from models of excellence in order to maximise the potential of child observation as a tool for relational pedagogy.
History
Refereed
- Yes
Page range
66-76Number of pages
256External DOI
Publisher
RoutledgePlace of publication
Abingdon, UKTitle of book
Learning together in the early years: relational pedagogyISBN
9780415469326Editors
Theodora Papatheodorou, Janet MoylesLanguage
- other
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Legacy posted date
2011-05-11Legacy Faculty/School/Department
ARCHIVED Faculty of Health, Social Care & Education (until September 2018)Usage metrics
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