06 HBEC1903 T2 (WM)

Topic  Early
Childhood
2 Pedagogy:
Principles and
Practices
By the end of this topic, you should be able to do the following:

1. State the principles of early childhood pedagogy.
2. Discuss the practice of early childhood pedagogy.
3. Contrast the principles and practices of early childhood
pedagogy.
4. Determine appropriate practices based on the principles of
early childhood pedagogy.
Do you have your own principles in selecting a pedagogy for your classroom?
Early childhood pedagogy is shaped by principles which serve as fundamentals in
teachersÊ practices. It is crucial for you to value the principles as they explain
educational processes. They also demonstrate how teaching processes are carried
out and educational results are achieved. In the field of education, theory-based
principles are part of teachersÊ practices to determine and evaluate educational
aims and outcomes. Early childhood pedagogy counts as knowledge in each
Copyright @ Open University Malaysia (OUM)

TOPIC 2 EARLY CHILDHOOD PEDAGOGY: PRINCIPLES AND PRACTICES  19
discipline and how things become known within it. Research has found some
common pedagogical approaches across clusters of disciplines, but there are also
distinctive practices within them.
2.1 DEFINITIONS
Generally, the term „principle‰ can be defined as any kind of common truth or
steering standard by which a process continues, such as the principles of early
years pedagogy. In the context of education, the term „principle‰ is not
conceptualised as a rule but rather as a fundamental fact pertaining to the
connection of factors that the teacher and students agree upon. The term „practice‰
means the implementation or use of an idea, perspective or technique. Practices
are usually guided by principles of early childhood pedagogy in early childhood
settings. In the context of principles and practice of early childhood pedagogy,
Petrie et al. (2009) defined pedagogy in the broadest sense of the word, where care
and education meet, and which concerns upbringing, socialisation, child-rearing,
and supporting learning and development.
2.2 PRINCIPLES OF EARLY CHILDHOOD

PEDAGOGY
Many principles echo current theories and research evidence regarding childrenÊs
learning and early childhood pedagogy. Most of the tenets underpinning
fundamental practices in early childhood centres focused on facilitating children
to grow, develop and make progress in relation to learning outcomes. Figure 2.1
illustrates these principles.

20  TOPIC 2 EARLY CHILDHOOD PEDAGOGY: PRINCIPLES AND PRACTICES
Figure 2.1: Principles of Early Childhood Pedagogy
Now, let us look at each principle.
• Warm, Responsive, Trusting and Respectful Relationships

Teachers who are familiar with and understand childrenÊs thoughts and
feelings can sustain the development of children by giving them a solid sense
of well-being. They communicate positively with children and offer them a
safe foundation for exploration and learning.
Within warm and secure relationships, childrenÊs confidence increases and

they feel respected and valued. They become progressively able to
acknowledge and respect othersÊ feelings, which leads to positive interaction.
Teachers who prioritise nurturing connections and provide continuous
emotional support can facilitate children in developing skills and abilities to
interact positively with their peers, family members and teachers.

• Family Partnerships
Learning outcomes can be realised when teachers have positive relationships
with childrenÊs families. Teachers need to recognise that families are childrenÊs
first and most dominant teachers. Positive associations establish a warm,
friendly atmosphere where children and families are valued and dynamically
encouraged to foster partnerships with teachers, in matters such as deciding
about learning outcomes, thus ensuring childrenÊs learning experiences are
significant and meaningful. Partnerships should be based on the recognition
of each otherÊs expectations and developing the strength of each otherÊs skills,
expertise and knowledge.
In fostering positive partnerships, families and teachers need to:
− appreciate each otherÊs information of each child
− respect each otherÊs involvement and role in each childÊs life
− believe in each other
− foster open communication with each other
− communicate insights about each child
− engage in mutual decision-making
• Understand Child Development

At the heart of the knowledge domain for the early years is a thorough
understanding of childrenÊs development. Those who work with children
are expected to be well-informed about the broad phases of development.
When teachers have insufficient or inadequate knowledge of development
informing their pedagogical base, this will affect their practice.
Knowing and understanding child development is imperative as it underpins

all that teachers do with and for children. This underpins early years
pedagogy. It also helps teachers understand what, how and why children do
what they do, when they may develop certain skills and abilities, and how best
to meet their development and learning needs at different stages.

Early childhood teachers working with young children must understand child
development as this enables them to:
− Plan appropriately for childrenÊs development and learning.
− Organise play opportunities for childrenÊs learning experiences.
− Observe and assess children appropriately to identify childrenÊs

development and progress as well as individual differences.
− Have meaningful conversations with parents about their children. Parents

can be confident in the knowledge that their children are entrusted to
teachers who know them.
TeachersÊ firm understanding of child development theories can inform their

practice. Theories on child development can provide insights into childrenÊs
development and help teachers to understand how best to work with them.
Effective pedagogy based on knowledge about each childÊs abilities and child
development principles together with knowledge of the best learning and
teaching practices can enhance quality practices in early childhood education.
• Pedagogical Knowledge
Pedagogical knowledge is the teachersÊ knowledge about the process and
practice of teaching and learning. It is the specialised pedagogical knowledge
base of teachers which includes all the required cognitive knowledge for
creating effective teaching and learning for children in the early years. The
pedagogical content knowledge is when different pedagogic techniques are
required to make different forms of knowledge, skills, and understanding
accessible to children.
• Respect Diversity
Cultural and socio-economic backgrounds, religion, as well as physical
differences among children are born within a culture, which is not only
influenced by traditional customs, but also by experiences, principles and
tenets of families and close communities. Celebrating diversity conceptualises
the curriculum values and reflect the principles, values and beliefs of each
family.

When teachers respect the diversity of families and communities, they can
inspire children to learn and reinforce their sense as capable learners. Teachers
need to evaluate the opportunities and dilemma that can develop from
diversity and act upon injustice that may occur within families and
communities. Thus, they should create opportunities to appreciate diversity.
• Continuous Professional Development and Reflective Practice

Early childhood teachers should constantly find opportunities to develop their
professional knowledge and skills to reflect on and improve their practices.
Professional early childhood teachers assess what is happening in their centres
and reflect on what and how practices could be improved. Analytical reflection
involves closely assessing various aspects of occurrences and experiences from
different perspectives. Teachers usually outline their reflective practice within
a set of overarching issues, developing more specific questions for particular
areas of enquiry.
A dynamic value of professional inquiry is established when teachers and

those who are directly or indirectly involved collaborate in a continuous cycle
of reviewing current outcomes of practices to generate new ideas.
ACTIVITY 2.1
Think of any early childhood programme that you are familiar with and
list the important principles that could be the basis of its practices.
Share your answer with your coursemates in the myINSPIRE online
forum.
2.3 PRACTICES IN EARLY CHILDHOOD

PEDAGOGY
Early years pedagogy is unique and requires teachers to work ensuring a positive
influence on childrenÊs well-being, development and learning. To create these
opportunities, teachers need a balanced focus on the development of childrenÊs
academic, social, emotional, physical, cognitive and creative skills. In addition,
teachers need an extensive repertoire of pedagogy that take into account childrenÊs
background, abilities, interests and characteristics as well as the context of
teaching. Figure 2.2 shows the pedagogy in practice.

Figure 2.2: Pedagogy in Practice
The principles of early childhood pedagogy reinforce teachersÊ practices. Teachers

draw on a resonant range of pedagogical practices to optimise learning
experiences of children by implementing the following practices:
• Holistic Approaches
Holistic approaches to teaching and learning acknowledge the relationship of
each domain of development, the contributions of the families and
communities as well as environment. When teachers adopt a holistic approach,
they focus on childrenÊs physical, social, emotional and spiritual well-being
and the cognitive aspects of learning. As teachers plan or assess a particular
learning outcome, they must acknowledge that childrenÊs learning is
integrated and interrelated. Moreover, they acknowledge the relationships
between children, families and communities in order to foster reciprocal
relationships and partnerships for learning. Learning is regarded as an active
social pursuit and concerted learning and community participation which

leads to holistic learning. In addition, teachers promote childrenÊs capacity to

appreciate and value the environment and the inter-reliance between humans
and the natural surroundings.
• Responsive Teaching and Caregiving

Early childhood teachers must be responsive to all childrenÊs needs,
capabilities and interests. This way, they can develop childrenÊs strengths,
skills and knowledge to support their motivation and engagement in learning.
Teachers must also be responsive and open to childrenÊs suggestions and ideas
as they play, which contribute to an important basis for curriculum decision-
making. In responding to childrenÊs developing ideas and interests, teachers
can evaluate, predict and extend childrenÊs learning through open-ended
questioning, providing feedback, challenging their thinking and guiding their
learning. Spontaneous learning through teachable moments is paramount to
scaffold childrenÊs learning. Being responsive enables teachers to be respectful
of childrenÊs play and encourages them to think in order to enrich their
learning.
• Learning through Play

Play mostly contributes to a childÊs development when it is considered
meaningful to children. A child has the specific purpose of learning such as
completing a jigsaw puzzle or constructing materials. Play creates
opportunities for children to learn as they explore, experiment, invent and
imagine. When children play together with their peers, they form social
groups, analyse ideas, challenge each otherÊs thinking and build new
understanding.
Play creates a supportive environment where children can freely give

feedback, suggest solutions to problems and engage in critical thinking. Play
can stimulate their thinking and encourage their desire to seek knowledge and
acquire skills. Through these ways, play can encourage positive dispositions
towards learning. ChildrenÊs engagement in play reflects how play enables
them to simply enjoy learning. Teachers may adopt different roles as they
engage with children and use a wide range of techniques and strategies to
support their learning. Both teachers and children must engage in sustained
shared interactions with children to extend their learning.

When children decide to play, they are not thinking that they are going to learn
something from it. Nevertheless, their play provides significant learning
opportunities across all domains of development. Development and learning
are multifaceted and holistic, and yet skills across all developmental domains
can be acquired through play, including motor, cognitive, social and emotional
skills. In fact, children acquire a range of skills at any one time through play
such as during pretend play within the context of early years curriculum.
Children develop skills and learning competencies through well-planned yet
flexible learning opportunities.
• Learning Environments
Environments that promote learning are dynamic and flexible spaces that are
receptive to childrenÊs interests, needs and abilities. Learning environments
are welcoming spaces for children which allow them to explore and
investigate, with facilitation by teachers. This environment can cater to
different learning capacities and learning styles as well as encourage children
and families to share their ideas and feedback to enhance learning experiences.
Outdoor learning spaces offer a wide range of possibilities that are not available
indoors. Play areas in natural surroundings include plants, trees, edible gardens,
sand, pebbles and rocks, mud, water and other elements from nature. These
spaces invite engaging, open-ended interactions, experimentation, risk-taking,
exploration, discovery and connection with natural surroundings.
Indoor and outdoor environments promote childrenÊs learning and offer

opportunities for conversations between children, early childhood teachers,
families and the local community. They promote opportunities for sustained
shared thinking and collaborative learning.
The materials available in learning environments that are natural and familiar
also introduce novelty to trigger interest which increasingly promote abstract
thinking. The natural resources can foster exploration which gives knowledge
about the natural world. Teachers must invite children and families to contribute
ideas, feedback, share their interests and questions to the learning environment.
This collaboration can support meaningful interactions, providing a range of
opportunities for children, and by exploring opportunities for children to be
empowered in their learning.

• Assessment for Learning

Assessment for learning is the process of gathering and analysing information
as evidence of childrenÊs learning and understanding. It is part of a continuous
cycle that considers planning, documenting and assessing childrenÊs learning.
Teachers use a variety of strategies to gather, record, manage, organise and

interpret information to assess childrenÊs learning. They plan suitable ways to
gather significant and meaningful information that reflects childrenÊs
contextual learning which describes their development and notes their
strengths, skills and understanding.
More contemporary approaches to assessment also assess the learning

strategies that children adopt and reflect strategic ways in which learning is
scaffolded through interactions between teachers and children. These
approaches to assessment, when used effectively, become powerful ways to
ensure the process of learning is visible to children and their families.
Children are able to demonstrate their learning in many interesting ways.

Approaches to assessment that consider cultural and linguistic diversity and
are responsive to the holistic capabilities of each child will acknowledge
childrenÊs abilities, strengths and competencies. When assessment is
undertaken in collaboration with families, it can facilitate families to support
and empower childrenÊs learning. Teachers can include children in the
assessment process so that they can understand how they learn best.

Figure 2.3 summarises pedagogical practices:
Figure 2.3: Pedagogical Practices
ACTIVITY 2.2
1. Discuss each principle in the context of Malaysian early childhood

education and care.
2. Think of any early childhood teachersÊ principles and practices
which you find very meaningful for children. Share your answer
with your coursemates in the myINSPIRE online forum.
2.4 TEACHING AND PEDAGOGY

Teaching is a complex process that depends on and draws upon different types
of knowledge. Ofsted (2015) argues that teaching is not a top-down or formal
way of working. The goal of teaching is more than just a transfer of content
from one person to another. Teaching is a number of pedagogical practices
that facilitate diverse childrenÊs access to knowledge, skills, activities and
opportunities built on previous knowledge.

While pedagogy is often regarded as the science, art, and craft of teaching, it is an
element of pedagogy in practice and the focus is on helping children learn.
Figure 2.4 shows the important elements of teaching in early years settings.
Figure 2.4: Important Elements of Teaching in Early Years Settings
It is resourceful for teachers to share their teaching practices with their colleagues
to support childrenÊs development and learning. Working, planning, sharing and
collaborating with colleagues is stimulating and enable teachers to engage in
critical and analytical thinking about their own pedagogy. This challenges teachers
to look at existing pedagogical practices and if necessary, change the way things
are done. It also helps them to connect learning with how best to meet childrenÊs
needs. This requires teachers to look at pedagogy differently and create a
sustainable joint pedagogical knowledge base from which to work and develop.
To understand pedagogy, teachers need to think through their beliefs,

understanding of learning, teaching, and development that make up pedagogy.
It is also important for teachers to be familiar with components associated with
pedagogy as these inform the enactment of pedagogy in practice:
• Reflexivity in asking childrenÊs learning experiences.
• Atmosphere that is productive for learning that teachers prepare and present
to children.
• Situations where pedagogical action is required by teachers such as

interactions.
• Practices which support learning such as scaffolding, facilitating and

questioning.

SELF-CHECK 2.1
1. Explain examples of important elements that make up teaching for

children.
2. Explain components of pedagogy in practice and reflect on your
teaching or childhood experiences.
2.5 LEARNING AND PEDAGOGY

ChildrenÊs learning is the first consideration of what constitutes pedagogy.
The role of pedagogy is to ensure that children learn and develop, or rather
pedagogy influence the ways in which learning takes place and the relations which
structure learning. Nevertheless, learning itself can be challenging for children as
they need to understand and remember as well as engage in abstracting and
problem solving. Learning can be considered as a process that takes place within
children through which they change. Through this change, new types of behaviour
norms, attitudes, knowledge, and skills appear. Incorporating these with attributes
and dispositions is what children should learn, build, and develop in early
childhood education and care.
Pedagogy can also mean understanding how learning takes place, and the
philosophy and practices that support that understanding. Teachers do this by
selecting from a range of strategies and matching them to childrenÊs needs and
interests and identifying the best way for them to learn. These decisions are made
by teachers each day rooted in a deep understanding of childrenÊs development
and learning.

According to Dewey (1960), such change will appear through childrenÊs

interactions with people and the surrounding world which the children
experience. This is what pedagogy also means, as in what is taught for learning,
and this stems from the early childhood curriculum. However, for an effective
pedagogy, teachers need to have a knowledge base as illustrated in Figure 2.5 on
how children learn and develop, knowledge of the process of learning, knowledge
of child developmental theories, knowledge of the early years curriculum, and
knowledge of pedagogy.
Figure 2.5: TeachersÊ Knowledge Base
ACTIVITY 2.3
If you were to open an early childhood centre, how would you determine
appropriate practices based on your principles about teaching and
learning in the early years?

2.6 CONCLUSION
The main pedagogical principles focused on relationships with children and
partnership with families. Understanding child development encourages early
childhood education teachers to respect diversity among children. Teachers need
to undergo continuous professional development so that their dynamic
knowledge and skills can support them to become reflective practitioners. In the
context of practice, early childhood teachers must adopt holistic approaches
through responsive teaching and caregiving. Learning through play in a
conducive learning environment helps childrenÊs learning to flourish and
facilitates teachersÊ assessment. Developing teachersÊ professionalism
acknowledges that sharing of practices with others is a branch of professional and
practical knowledge.
• Early childhood pedagogy is shaped by principles which serve as

fundamentals in teachersÊ practices.
• Principles of early childhood pedagogy include relationships with children,

partnership with parents and communities, respect diversity, and continuous
professional development and reflective practice.
• Practice of early childhood pedagogy considers holistic approaches,

understanding of child development, responsive teaching and caregiving, and
assessment for learning.
Assessment of learning Professional development

Diversity Reflective practice
Fundamentals Respectful relationships
Holistic approaches Responsive teaching
Learning through play Teachable moments

Avsic, S., & Rifel, T. (2016). Holistic pedagogy and early childhood education.
Good Shepherd Kindergarten-St. Stanislav's Institution in Ljubljana. Nova
Prisutnost, 14(3), 429-442.
Eaude, T. (2011). Thinking through pedagogy for primary and early years.
Exeter: Learning Matters.
Murray, J. (2018). Early childhood pedagogies: Spaces for young children to

flourish. Early Childhood Pedagogies, 1–18.
https://www.researchgate.net/publication/273462548_Early_Childhood_
Pedagogies_Spaces_for_young_children_to_flourish
Ofsted. (2015). School inspection handbook.

https://www.gov.uk/government/uploads/system/uploads/attachment
_data/file/391531/School_inspection_handbook.pdf
Petrie, P., Boddy, J., Cameron, C., Heptinstall, E., McQuail, S., Simon, A., & Wigfall,
V. (2009). European models for practice, training, education and
qualification. Briefing Paper. Thomas Coram Research Unit, Institute of
Education, University of London.
https://core.ac.uk/download/pdf/82095.pdf
Rogers, S. (2014). An enabling pedagogy. In J. Moyles, J. Payler, & J. Georgeson

(Eds.), Early years Foundation: Critical issues. Maidenhead: Open University
Press.
Špela, A., & Rifel, A. (2016). Holistic pedagogy and early childhood education.
Nova Prisutnost, 14 (2016) 3, 429–442.
Van Manen, M. (2016). Pedagogical tact: Knowing what to do when you donÊt
know what to do (Vol. 1). Routledge.

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Topic  Early

By the end of this topic, you should be able to do the following:

Copyright @ Open University Malaysia (OUM)

2.2 PRINCIPLES OF EARLY CHILDHOOD

Copyright @ Open University Malaysia (OUM)

Figure 2.1: Principles of Early Childhood Pedagogy

Now, let us look at each principle.

• Warm, Responsive, Trusting and Respectful Relationships

Within warm and secure relationships, childrenÊs confidence increases and

Copyright @ Open University Malaysia (OUM)

In fostering positive partnerships, families and teachers need to:

− appreciate each otherÊs information of each child

− respect each otherÊs involvement and role in each childÊs life

− believe in each other

− foster open communication with each other

− communicate insights about each child

− engage in mutual decision-making

• Understand Child Development

Knowing and understanding child development is imperative as it underpins

Copyright @ Open University Malaysia (OUM)

− Plan appropriately for childrenÊs development and learning.

− Organise play opportunities for childrenÊs learning experiences.

− Observe and assess children appropriately to identify childrenÊs

− Have meaningful conversations with parents about their children. Parents

TeachersÊ firm understanding of child development theories can inform their

Copyright @ Open University Malaysia (OUM)

• Continuous Professional Development and Reflective Practice

A dynamic value of professional inquiry is established when teachers and

2.3 PRACTICES IN EARLY CHILDHOOD

Copyright @ Open University Malaysia (OUM)

Figure 2.2: Pedagogy in Practice

The principles of early childhood pedagogy reinforce teachersÊ practices. Teachers

Copyright @ Open University Malaysia (OUM)

leads to holistic learning. In addition, teachers promote childrenÊs capacity to

• Responsive Teaching and Caregiving

• Learning through Play

Play creates a supportive environment where children can freely give

Copyright @ Open University Malaysia (OUM)

Indoor and outdoor environments promote childrenÊs learning and offer

Copyright @ Open University Malaysia (OUM)

• Assessment for Learning

Teachers use a variety of strategies to gather, record, manage, organise and

More contemporary approaches to assessment also assess the learning

Children are able to demonstrate their learning in many interesting ways.

Copyright @ Open University Malaysia (OUM)

Figure 2.3 summarises pedagogical practices:

Figure 2.3: Pedagogical Practices

1. Discuss each principle in the context of Malaysian early childhood

2.4 TEACHING AND PEDAGOGY

Copyright @ Open University Malaysia (OUM)

Figure 2.4: Important Elements of Teaching in Early Years Settings

To understand pedagogy, teachers need to think through their beliefs,

• Reflexivity in asking childrenÊs learning experiences.

• Situations where pedagogical action is required by teachers such as

• Practices which support learning such as scaffolding, facilitating and

Copyright @ Open University Malaysia (OUM)

1. Explain examples of important elements that make up teaching for

2.5 LEARNING AND PEDAGOGY

Copyright @ Open University Malaysia (OUM)

According to Dewey (1960), such change will appear through childrenÊs

Figure 2.5: TeachersÊ Knowledge Base

Copyright @ Open University Malaysia (OUM)

• Early childhood pedagogy is shaped by principles which serve as