Comparing relational pedagogy among different curriculum approaches in early childhood care and education

Abstract

Relationships are at the core of human existence. The concept of relational pedagogy is new-found, referring to the relationships that are crucial to the teaching and learning process, including educator-child, parent-child, and child-peer relationships. Against this background, I investigated the quality of Early Childhood Care and Education (ECCE) approaches based on relational pedagogy for comparing different curriculum pedagogies (Montessori, Reggio Emilia, Waldorf education and the traditional South African approach), using the Effective Early Learning (EEL) Programme instruments for ECCE in South Africa. The main research question was: How does relational pedagogy differ among the different Early Childhood Care and Education curriculum approaches in Gauteng? My study focused on eliciting the experiences and voices of both children who are viewed as agentic knowers and educators who facilitated learning activities based on and from mostly play-based learning. For my study, I observed different conceptualisations, dimensions and possibilities of relational pedagogy. I constructed a conceptual framework based on relational pedagogy that integrates underlying theoretical perspectives connected to existing literature. I also depended on the EEL programmes’ instruments, underlying principles, pedagogical considerations and specific pedagogical strategies to orientate, interpret and explain this empirical study. Multiple case study research design was used to collect data from participants using a multi-layered approach, namely children as agentic knowers, as well as educators who are critical role players in the quality and equality of learning as experienced by the Target Children in the context of a real-world ECD learning environment. I combined convenience and purposeful sampling to select four ECD centres (CTs) in urban settings as cases, which consisted of four ECCE educators and eight children (three- to four-year-olds) as participants. I collected and documented data by means of direct observations, using the three Observation Scale Sheets (Child Tracking, Child Involvement and Adult Engagement), semi-structured interviews, document analysis, field notes and a research journal. Inductive thematic analysis was used to identify themes. Four themes emerged relating to educator-child experiences of the engagements and interactions for evaluating relational pedagogy comparing different curriculum pedagogical approaches in Early Childhood Care and Education (ECCE) settings. The themes that emerged were: • Theme 1–Educators’ experiences of relational encounters for each curriculum approach and learning environment • Theme 2–Educators views of children as agentic knowers for each curriculum approach and learning environment • Theme 3–Educators’ reflections on different dimensions of relational pedagogy and its implications for each curriculum approach and learning environment • Theme 4–Children’s learning experiences for each curriculum approach and learning environment Findings indicated that children from as early as birth should be viewed as agentic knowers and that children can influence their own learning, depending on the resources available to them to promote learning through play. Children’s agency is promoted as something that children do (engaging in activities) while interacting with others (i.e. educators and peers), and not necessarily something they pose. The quality of educator-child relationships lies in the different learning experiences children are offered, further supported by the amount of choice, type of engagement, and degree of involvement children are allowed in their own learning. I advance that relational pedagogy is a core practice for ECCE; despite the curriculum pedagogical approach followed, the implementation and effectiveness of the pedagogical approach in practice depends on the relevant stakeholders, policymakers, ECCE scholars and broader education community to advocate for children’s agency, viewing them as agentic knowers in relationships. My implementation framework, titled the J.O implementation framework suggests broad guidelines for effectively implementing and facilitating relational pedagogy for ECCE in the South African context.