How can pedagogic mediation develop better listening practices in early years settings?
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AbstractA praxeological approach provides the predominant paradigm for this thesis which is based in praxis and seeks to ensure an ethical approach throughout (Pascal and Bertram, 2012). In utilising ethnographic techniques and focusing on pedagogy this research is embedded within the early years sector. The research aims to explore pedagogic mediation as a context-based approach to professional development and an ethical way to develop listening practices within early years (Oliveira-Formosinho and Formosinho, 2012a). Pedagogic mediation provided the mechanism through which relationships with practitioners in three central research sites were developed over a period of two academic years. Pedagogic mediation has been cultivated in Portugal as a central tenet of Pedagogy in Participation (Formosinho and Formosinho, 2008). This research sought to transport this approach to England within the context of the Early Years Foundation Stage (EYFS) and to explore how it could support pedagogic developments, in this case to better listen to children. Pedagogic mediation is considered in light of Kennedy’s (2005; 2014) model of continuing professional development (CPD), and this research demonstrates how it sits at the transformative end of this spectrum. The elements of pedagogic meditation are mapped through this thesis and the attributes of the mediator are explored to illuminate the role. Critical research interactions, defined as encountering within pedagogic mediation, were utilised to develop listening methods. The listening methods developed were as a result of a participatory approach as practitioners were the expert within their own context. A reflective field diary (Ortlipp, 2008) supported the research throughout and then specific listening methods were developed, most notably photo-elicitation, family voice and drawing methods, including an innovative graduated framework. Encountering research interactions were also mapped against Bronfenbrenner’s bioecological system theory (Bronfenbrenner and Ceci, 1993) to illustrate the range of processes and the aspects of societal influence which they represent. In one setting encountering research interactions tackled the complexities of process within the macrosystem demonstrating the ability of pedagogic mediation to shift ideological thinking well as daily practice. Overall, this research provides guidance on the role, responsibilities and attributes of the pedagogic mediator to support future CPD within the early years sector. Such mediated interactions have the opportunity to raise the consciousness (Freire, 1996) of a neglected workforce and to further support the professional development of the sector.
PublisherUniversity of Wolverhampton
TypeThesis or dissertation
DescriptionA thesis submitted in partial fulfilment of the requirement of the University of Wolverhampton for the degree of Doctor of Philosophy.
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