Teaching Essay -- Pedagogy

so suggesting practitioners should embrace and accept the approach enabling them to adopt learning strategies that imbed the acquisition of intimacy and skills into meaningful context (Macleod-Brudenell and Kay, 2008, p.311). Moss and Petrie (2002) support this image by stating training shtup be used to refer to whole domain of a function of social responsibility for children, for their well-being, learning and competence (p.138). Pugh and Duffy (2006) suggest a pedagog is the one who leads and educates childrens learning. This effectively impacts upon childrens learning and enables them to become assured learners. As well as encouraging children to be in support of their own interests and learning (Every child matters, 2004).Allen and Whalley (2010) adopt Whalley, Allen and Wilsons (2008) notion that the character reference of the practitioner is extremely significant and address the idea that effective pedagogy is about improving outcomes for childrens learning. Therefor e in order to result an effective provision for children to learn and grow in practitioners must be able to maintain positive interactions with the children. Allen and Whalley (2009) adopt Curtis and OHagans (2009, p. 156) concept that theorists such as Bruner and Vygotsky have influenced pedagogy by placing emphasis upon the grandness of the adult in facilitating childrens learning. This promotes childrens learning. Good fare would be for the practitioners to try to extend and build upon the childs noesis by scaffolding their learning through ideas and questions (Bee and Boyd, 2007). Additionally, Allen and Whalley (2010, p.7) highlight the forth understructure of the EYFS as positive relationships. Bruce (2008) resonates with the National strategies (2009) no... ...one year. Partnership with parents provides the teachers to be able to amaze to understand the childs family to gain a greater hold upledge basis of the childs needs. Curtis and OHagan (2009) illustrate that par ents and teachers meet up throughout the school year to discuss any problems they or the children whitethorn be having. This is good practice as it ensures the practitioners are receiving all the information they can to help support the children within their care to reach their near potential. Reggio Emilia however, believes in continual assessment. This concept expects practitioners to record and review what children hypothesise and do on a regular basis. This system is viewed by parents at any point. Reggio Emilia values this system very highly and ensures parents know they are completing a reflective and extensive process that can help contribute to childrens learning.