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Are we underestimating 2-yearolds? Recognising the links between schema and mark making, implications for future pedagogy by Julie Brierley

Journal of Early Childhood Research 2018, Vol. 16(2) 136–147 DOI: 10.1177/1476718X17690194 journals.sagepub.com/home/ecr Fredrich Froebel (1782–1852) and Johann Heinrich Pestalozzi (1746–1827) advocated a philosophy of education that was based on a return to nature and argued that any form of instruction should be based on children’s own experiences play and learning Field (2010) clearly identified a direct relationship between the growth and development of the brain and the quality of experiences a young child gains. Historically, Piaget and Inhelder (1969) also paid great attention to the links between sensory activity and learning, naming them the sensory-motor phase, emphasising the embodied and active nature of learning.   (p. 137)  Body thinking (Greenland, 2000) - interesting concept (p. 137) Gardner:  only when we value and listen to a young child’s whole body are we fully able to recognise how young children learn. the relationship between a child's motor ac...
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An exploration of infant and toddler unstructured outdoor play (quantitative research)

An exploration of infant and toddler unstructured outdoor play Danae Dinkel, Kailey Snyder, Tyler Patterson, Shane Warehime, Miriam Kuhn & Debora Wisneski (2019) An exploration of infant and toddler unstructured outdoor play, European Early Childhood Education Research Journal, 27:2, 257-271, DOI: 10.1080/1350293X.2019.1579550 Quantitative research  The outdoor play  environment in fl uences infants ’ and toddlers ’ physical and social  play behaviors; however, more research is needed to determine  the optimal environment for development. Unfortunately, young children are spending a concerning  amount of time in sedentary behaviors (Lauricella, Wartella, and Rideout 2015 ; Prioreschi  et al. 2017 ). For example, a study by Prioreschi et al. ( 2017 ) found 3-month-old infants  were already watching 30 minutes of television per day and spending over 2 hours per day in restrained activities (e.g. car seat). additional research is needed to  explo...
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Relational pedagogies

 Nohl (1957) describes the pedagogical relationship as "the loving relationship of a mature person with a 'developing' person, entered into for the sake of the child so that he can discover his own life and form" (p. 134).  NOHL, H. (1957) Die padagogische Bewegung in Deutschland und ihre Theorie (Frankfurt).  https://childaustralia.org.au/wp-content/uploads/2017/02/CA-Statement-Pedagogy.pdf
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Unsettling Pedagogies Through Common World Encounters: Grappling with (Post)Colonial Legacies in Canadian Forests and Australian Bushlands

Child-animal relations have received scant scholarly attention in early childhood education. These studies cast child-animal relations as rehearsals for the development of their social skills, as opportunities for children to learn to care for others and develop empathy (Melson, 2005; Meyers, 1998).  (post)colonial and more-than-human theoretical perspectives “common worlds” (Latour, 2004) “throwntogetherness” (Massey, 2005)  Building on the important insights of childhood studies scholars who have challenged the colonialisms and neocolonialisms inherent in Western discourses of childhood and developmental pedagogies (Cannella & Viruru, 2004), Our interest is in how reckoning with the colonial and neocolonial “ruins” (Stoler, 2008) of bear-child and kangaroo-child entanglements might help us intervene responsibly and ethically in the present (Haraway, a common worlds framework (Taylor, 2013) that takes inspiration from Donna Haraway’s (2008) call for us to learn to...
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With(in) the Forest: (Re)conceptualizing Pedagogies of Care

unsettling our deeply held conceptualizations of care through a series of pedagogical stumblings with young children’s worldly forest relations. increasing sense of urgency in contemporary calls to teach children how to care for the earth. intra-active pedagogies of care increasing sense of urgency in contemporary calls to teach children how to care for the earth beyond simply retooling the extractive settler-colonial stewardship frameworks that brought us to this era of uncertainty?  What constitutes good care in troubling times?  what it means to be in care-full relationships with others? a common worlding approach reframes childhood as collective and relational rather than individualistic and develop a commitment to learn to think and do diffrently together with materials, place, plants, animals, and landscape forms in response to the way status-quo ways of thinking and doing have contributed to the making, and everyday remaking, of the dangerous times in w...
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