Pedagogically mediated listening practices; the development of pedagogy through the development of trust

Lyndon, H. and Bertram, T. and Brown, Z. and Pascal, Chris (2019) Pedagogically mediated listening practices; the development of pedagogy through the development of trust. European Early Childhood Education Research Journal, 27 (3). pp. 360-370. ISSN 1752-1807

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Abstract

This paper reports on a segment of PhD research which was undertaken to develop participatory pedagogy working specifically within a praxeological paradigm (Oliveira- Formosinho and Formosinho 2012a; Pascal and Bertram 2012). It focuses on the development of listening practices through a process of pedagogic mediation (Oliveira-Formosinho and Formosinho 2012b). The research was carried over two academic years in a private day care setting in England and aimed to enhance pedagogic practice with three and four-year olds.

This qualitative methodology encompassed ethnographic techniques to develop a case study (Stake 1995). It researched the development of participatory practice through pedagogic mediation, as developed by the Childhood Association, Portugal (Oliveira-Formosinho and Formosinho 2012b). This paper reports on two listening methods which were developed between researcher, practitioner and the children in the setting. These methods demonstrate the co-constructed participatory pedagogy and the isomorphic nature of learning (Formosinho and Formosinho 2016).

Item Type:	Article
Identification Number:	10.1080/1350293X.2019.1600806
Dates:	Date Event 18 April 2019 Published Online 8 February 2019 Accepted
Uncontrolled Keywords:	Praxeology, pedagogic mediation, listening to children, participatory pedagogy, professional development
Subjects:	CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions:	Faculty of Health, Education and Life Sciences > College of Education and Social Work
Depositing User:	Julia Everitt
Date Deposited:	18 Nov 2019 08:57
Last Modified:	03 Mar 2022 15:54
URI:	https://www.open-access.bcu.ac.uk/id/eprint/8171

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