Learning and Teaching in Early Childhood Pedagogies of Inquiry and Relationships

This chapter investigates the role of the teacher as observer, evaluator and co-inquirer to consider how these ‘roles’ inform the pedagogy enacted within the early childhood environment. We begin by exploring key learning theories that underpin the pedagogical approaches we employ. Early childhood philosophies of play, emergent-curricula, child-centredness, intentionality, agency and dialogue are explored to consider what contemporary early childhood pedagogy entails. To understand how these philosophies have shaped and informed early years practice, the connections between learning theories and philosophies and teaching practice are investigated in depth. Seeking to show the intersections of theory and practice, this chapter draws upon contemporary research to highlight the factors known to contribute to effective teaching and learning in the early years.