What Is Pedagogy? Understanding the Heart of Early Childhood Education

In early childhood education, the term "pedagogy" is often used, but what does it mean? And how does it differ from terms like curriculum or teaching?

In essence, pedagogy is the art and science of teaching, and in the context of the early years, it encompasses more than just instruction or lesson planning. Pedagogy includes the beliefs, values, and intentions that underpin every aspect of an educator’s work. It is not just about what we teach, but also how we teach, and the context in which teaching and learning occur.

To understand pedagogy fully, it’s helpful to distinguish it from curriculum and teaching. Curriculum refers to the content of what is to be learned. It includes the goals, knowledge areas, and developmental outcomes that guide early years programs. Teaching, on the other hand, is the act of delivering or facilitating that curriculum. It encompasses the methods, tools, and interactions that educators use to introduce concepts, support exploration, and foster development.

Pedagogy, distinct from both, is the thread that connects them. It is the rationale and philosophy that shape how educators bring the curriculum to life, and the lens through which they interpret and enact teaching. It informs how environments are designed, how relationships are fostered, and how learning opportunities are created and adapted. Pedagogy influences every choice an educator makes—from the tone of their voice to the structure of the day—based on what they know about babies, toddlers and young children, their development, and the communities to which they belong.

Pedagogy involves the instructional techniques and strategies that enable learning and provide opportunities for babies, toddlers and young children to acquire knowledge, skills, attitudes, and dispositions within a particular social and material context (Siraj-Blatchford et al., 2002). This definition reminds us that pedagogy is deeply contextual. It is responsive to the culture, relationships, and physical environment in which learning occurs. It is not a static set of methods, but a dynamic and reflective practice shaped by observation, professional judgment, and ethical responsibility.

In early childhood education, pedagogy means seeing and supporting the whole child, not only in their cognitive development, but in their social, emotional, physical, and linguistic growth. As Hedges and Cooper (2018) emphasise, young children are social, emotional, and imaginative beings. This perspective shifts the educator’s role from being a transmitter of knowledge to an enabler of experiences. Rather than imposing learning, the educator supports it by creating environments and opportunities that are meaningful, engaging, and inclusive.

This child-centred approach encourages educators to be responsive rather than prescriptive. It values play, curiosity, and exploration. It recognises the importance of relationships, wellbeing, and belonging. Educators observe children carefully, listen to their ideas, and build on their interests. Teaching becomes less about directing and more about partnering with children in their learning journey.

At its core, pedagogy is rooted in beliefs. It reflects what we think about children: Do we see them as capable and competent? Do we trust them to lead their own learning in meaningful ways? Are we intentional in our planning and reflective in our practice? These underlying convictions shape every aspect of pedagogy. If we believe in inquiry, collaboration, and child agency, our pedagogy will reflect that through the environments we create and the interactions we foster.

Pedagogy is also inherently ethical. It addresses not just the acquisition of skills or knowledge but the broader development of the learner as a person—socially, emotionally, culturally, and morally (Rogers and Brown, 2023). It involves making decisions that respect children's rights, honour diversity, and promote equity and inclusion.

Importantly, pedagogy is not fixed. It requires ongoing reflection, adaptability, and a willingness to evolve. What works for one group of children may not work for another. The most effective educators are those who continue to question their assumptions, seek new insights, and refine their practice in response to the children and communities they serve. Pedagogy integrates both theory and practice, drawing on research and developmental knowledge while staying grounded in the realities of the classroom (Li and Wang, 2024).

Pedagogy in the early years is not a method or a checklist. It is a framework for making thoughtful, research-informed decisions. It is a philosophy about how babies, toddlers and young children learn and grow. Ultimately, it is a practice built on respect, care, observation, and reflection. It begins with a deep understanding of children and a commitment to creating the conditions that enable them to thrive.

Working with young children requires being able to begin to see them in all their possibilities and potentials. It requires understanding how they learn and grow in different contexts. This seeing and understanding cannot be done without effective developmental theory (Hedges, 2000). Theories shape our understandings and govern our actions, whether we recognise this or not. The connected blog on ‘Learning theories that shape early years pedagogy’ gives a brief overview of some key theories that are fundamental to pedagogical practice.

References

Hedges, H., 2000. Teaching in early childhood: Time to merge constructivist views so learning through play equals teaching through play. Australasian Journal of Early Childhood, 25(4), pp.16-21.

Hedges, H. and Cooper, M., 2018. Relational play-based pedagogy: Theorising a core practice in early childhood education. Teachers and Teaching, 24(4), pp.369-383.

Li, Y., Wu, C. and Wang, J., 2024. Enhancing Early Childhood Education: Integrating Theory and Practice. Communications in Humanities Research, 32, pp.202-207.

Rogers, S. and Brown, C., 2023. What do we know about professional learning in early years education? Findings from a systematic review. Quality in Early Childhood Education and Care through Leadership and Organisational Learning, pp.157-172.

Siraj-Blatchford, I., Muttock, S., Sylva, K., Gilden, R. and Bell, D., 2002. Researching effective pedagogy in the early years (Vol. 356). London: Department for Education and Skills.

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