Enacting everyday democratic pedagogies in a birth-five early years setting

Victoria Whitington, Jamie Sisson, Anne-Marie Shin
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Abstract

The Australian Early Years’ Learning Framework aspires to put democratic participation at the centre of policy and practice by positioning children and families as able, and children as contributing citizens from birth. Examination of current pedagogical efforts to achieve this aspiration are needed to expand knowledge of the supports and challenges experienced in positioning early childhood education settings as democratic learning spaces. This paper contributes to this endeavour by exploring the participatory pedagogies exercised by adults and children to re-imagine mealtimes in an Australian birth-five setting. The research employed relevant aspects of Dewey’s experiential education theory, case study and multiple perspectives to provide a holistic view of participants’ various lived experiences. The paper critically examines elements within early childhood educators’ professional identities and discourses that enabled and constrained one setting’s reimagining and transformation of their micro-everyday practice of mealtime. Findings demonstrated how bringing multiple perspectives into dialogue was significant to participants’ journey in prioritising democracy in mealtime experiences. This research also highlights the importance of recognising the pedagogical role of the physical environment, and the leveraging of positional leadership.

在出生-五岁的早期环境中制定日常民主教学法
澳大利亚早期学习框架希望将民主参与置于政策和实践的中心,将儿童和家庭定位为有能力的人,并将儿童定位为有贡献的公民。需要审查目前为实现这一愿望所做的教学努力,以扩大对将幼儿教育环境定位为民主学习空间所经历的支持和挑战的认识。本文通过探索成人和儿童在澳大利亚出生五岁设置中重新想象用餐时间的参与式教学法,为这一努力做出了贡献。本研究采用了杜威体验式教育理论的相关方面、案例研究和多角度视角,对参与者的各种生活经历提供了一个整体的看法。本文批判性地考察了幼儿教育工作者的专业身份和话语中的元素,这些元素使和限制了一个环境对他们微观日常用餐时间实践的重新想象和转变。调查结果表明,将多种观点纳入对话,对于参与者在用餐体验中优先考虑民主的旅程具有重要意义。这项研究还强调了认识到物理环境的教学作用和位置领导的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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