CHANGE AND THE PERVASIVENESS OF 'DEVELOPMENTALLY APPROPRIATE PRACTICE'
In today’s world change is a constant and yet some ideas seem to remain unexamined. Many early years educators still mention ‘Developmentally Appropriate Practice’(DAP), initially published in 1987 by the American National Association for the Education of Young Children (Bredekamp), as a reference point in their belief system about young children’s development.
DAP is heavily influenced by Piaget’s learning theory which emphasises the explorative capacities of young children combined with the suggestion that learning experiences should match children’s stages of development. This theory treats children’s cognitive, social and emotional development as a standardised, almost universal process that is organised in stages. The child seems to progress alone, with little emphasis given to the child social-cultural context.
In order to develop a shared pedagogy, educators need to spend time tracing the ways in which their notions of childhood and development are social constructions depending on different historical, social and cultural contexts. This may prevent schools from applying a model that overrides the idea that each child is unique and holding on to the belief that learning is controllable, easily measured, and clearly defined (Olsson, 2009).
So where do we go from here? Developing a shared pedagogy definitely is a key strategy, an ongoing journey of thinking and listening rather than a finite destination of ‘reproducing’ and ‘doing’. This kind of thinking, listening and being requires time and a willingness to engage in the cognitive 'tension' instigated when our beliefs are challenged, stretched and deepened. It also raises the question to what extent we nurture diversity as we move towards a shared set of beliefs around ‘who is a child, what is the purpose of school and what is learning?’.
Materials can help us with expressing these ideas about the purpose of early childhood education and identity as young children as powerful, competent learners. Here you can see the ideas expressed by a group of educators at an international school in Poland:
Why do young children go to school?
Togetherness
Balance
Time
Identity
Reflection
Opening yourself to others
Being safe
Collaboration
Learning how to navigate learning and life
How do they learn?
Theories
Languages
Relationships
Community
Spaces
Risks
Time
Hands on
Agency
Representation
I wonder:
'How can materials help you and your team to express evolving ideas around your shared pedagogy?'
'What materials would you choose to express a unique competent child, always seeking meaning, always in relationship with others?'