Skip to main content
SpringerLink
Log in

Trusting the Process: Pedagogical Innovation for Children’s Agency in the Classroom

  • Chapter
  • First Online:
Pedagogical Innovation for Children's Agency in the Classroom

  • 138 Accesses

Abstract

This chapter summarises the insights that came out of the observation of project-based approach workshops. It is argued that reflection on the observation of project-based approach workshops, supported by a thorough examination of literature, indicates that facilitation can successfully support children’s agency. This assessment can be articulated in three main insights, as discussed in the chapter. First, there is an almost direct relationship between the potential of a facilitative action and the risk that such action entails. Second, facilitation is a methodology for the enhancement of dialogic pedagogy and the context where dialogic pedagogy becomes ‘real’ in interactive practices. Third, facilitation fosters a reflective approach to practice, which is defined within the field of early childhood education as professional creativity. Reflectivity should include a consideration for the local context, for instance for its culture, vision, and strategy.

The chapter also shares the authors’ experience in the design of project-based approach workshops, introducing the facilitator-work based methodology. Reflection on pedagogical practice for children’s agency nurtured an innovative approach to facilitation as an environment that enables, which is presented in the chapter. In conclusion, reflection on the position of facilitation within the discourse in and on education and its possible implications for policy and practice is discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alderson, P. (2008). Young Children’s rights: Exploring beliefs, principles and practice. Jessica Kingsley Publishers.

    Google Scholar 

  • Alderson, P. (2012). Rights respecting research: A commentary on the ‘right to be properly researched: Research with children in a messy, real world’. Children’s Geographies, 10(2), 233–239.

    Google Scholar 

  • Allen, S., Maureen, L., Whalley, M. E., & Scollan, A. (2019). Developing professional practice in the early years. Open University Press.

    Google Scholar 

  • Anna Freud Centre. (2021). Their challenges are our challenges. Retrieved December 16, 2022, from https://www.annafreud.org/media/13013/their-challenges-are-our-challenges-survey-report.pdf

  • Baraldi, C. (2013). Forms of decision making: Gatekeeping and dialogic coordination in CISV organizational meetings. The Journal of Business Communication, 50(4), 339–361.

    Google Scholar 

  • Baraldi, C. (2014). Children’s participation in communication systems: A theoretical perspective to shape research. Soul of society: A focus on the leaves of children and youth. Sociological studies on children and youth, 18, 63–92.

    Google Scholar 

  • Baraldi, C., & Gavioli, L. (2020). Managing uncertainty in healthcare interpreter-mediated interaction: On rendering question-answer sequences. Communication and Medicine, 15(2), 150–164.

    Google Scholar 

  • Baraldi, C., & Iervese, V. (Eds.). (2012). Participation, facilitation, and mediation. Children and young people in their social contexts. Routledge.

    Google Scholar 

  • Baraldi, C., & Iervese, V. (2014). Observing children’s capabilities as agency. In D. Stoecklin & J.-M. Bonvin (Eds.), Children’s rights and the capability approach: Challenges and prospects (pp. 43–65). Springer.

    Google Scholar 

  • Baraldi, C., & Iervese, V. (2017). Narratives of memories and dialogue in multicultural classrooms. Narrative Inquiry, 27(2), 398–417.

    Google Scholar 

  • Baraldi, C., Joslyn, E., & Farini, F. (Eds.). (2021). Promoting Children’s rights in European schools. Intercultural dialogue and facilitative pedagogy. Bloomsbury.

    Google Scholar 

  • Bath, C. (2013). Conceptualising listening to young children as an ethic of care in early childhood education and care. Children and Society, 27(5), 361–371.

    Google Scholar 

  • Black, L. (2008). Deliberation, storytelling, and dialogic moments. Communication Theory, 18, 93–116.

    Google Scholar 

  • Bohm, D. (1996). On Dialogue. Routledge.

    Google Scholar 

  • Bruce, T. (2006). Early childhood. Sage.

    Google Scholar 

  • Bruce, T. (2012). Early childhood practice. Sage.

    Google Scholar 

  • Cable, C., & Miller, L. (2011). A new professionalism. In L. Miller & C. Cable (Eds.), Professionalization, leadership and Management in the Early Years (pp. 147–162). Sage.

    Google Scholar 

  • Cameron, C., & Moss, P. (2020). Transforming early childhood in England: Towards a democratic education. UCL Press.

    Google Scholar 

  • Children’s Play Policy Forum: Play Builds children. (2019). Retrieved December 12, 2022, from https://childrensplaypolicyforum.files.wordpress.com/2019/02/play-builds-children.pdf

  • Clark, A. (2017). Listening to young children, expanded third edition: A guide to understanding and using the mosaic approach. National Children’s Bureau.

    Google Scholar 

  • Clark, A. (2020). Towards a listening ECEC system. In C. Cameron & P. Moss (Eds.), Transforming early childhood in England. Towards a democratic education (pp. 134–150). UCL Press.

    Google Scholar 

  • Craft, A. (2011). Creativity and Early Years Settings. In Paige–Smith, A. & A. Craft (Eds.) Developing Reflective Practice in the Early Years (pp. 93–107). Buckingham: Open University Press.

    Google Scholar 

  • Dahlberg, G., & Moss, P. (2005). Ethics and politics in early childhood education.

    Google Scholar 

  • Dahlberg, G., Moss, P., & Pence, A. (2006). Beyond quality in early childhood education and care. Falmer.

    Google Scholar 

  • Davies, B. (2014). Listening to children: Being and becoming. Routledge.

    Google Scholar 

  • Department for Education. (2012a). Development matters in the early years foundation stage. Retrieved December 3, 2022, from www.foundationyears.org.uk/files/2012/03/Development–Matters–FINAL–PRINT–AMENDED.pdf

  • Department for Education. (2012b). Listening to children’s perspectives: Improving the quality of provision in the Early Years. Retrieved December 14, 2022, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/183412/DfE-RR239b_report.pdf

  • Department for Education. (2017). Statutory Framework for the Early Years Foundation Stage: Setting the standards for learning, development and care for children from birth to five. Department for Education. Online. Retrieved December 10, 2022, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf

  • Department for Education. (2021a). Statutory framework for the early years foundation stage. Setting the standards for learning, development and care for children from birth to five. Retrieved December 13, 2022, fromhttps://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf

  • Department for Education. (2021b). Development Matters. Non-statutory curriculum guidance for the early years foundation stage. Retrieved September 13, 2022, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1007446/6.7534_DfE_Development_Matters_Report_and_illustrations_web__2_.pdf

  • Early Years Coalition (2021). Birth to 5 Matters. Non-statutory guidance for the Early Years Foundation Stage on behalf of the Early Years Coalition. (2021). Retrieved November 20, 2022, from https://www.birthto5matters.org.uk

  • Education Scotland. (2018). Out to play: Practical guidance for creating outdoor play experiences in early learning and childcare. Retrieved December 12, 2022, from https://www.gov.scot/publications/out-play-practical-guidance-creating-outdoor-play-experiences-children/

  • Education Scotland. (2020). Realising the ambition, being me. Retrieved December 13, 2022, from https://education.gov.scot/media/3bjpr3wa/realisingtheambition.pdf

  • Edwards, C., Gandini, L., & Forman, G. E. (Eds.). (2011). The hundred languages of children: The Reggio Emilia experience in transformation. Greenwood Press.

    Google Scholar 

  • Edwards, S., Skouteris, H., Cutter-Mackenzie, A., Rutherford, L., O’Conners, M., Mantilla, A., Morris, H., & Elliot, S. (2016). Young children learning about well–being and environmental education in the early years: A funds of knowledge approach. Early Years, 36(1), 33–50.

    Google Scholar 

  • Farini, F. (2014). Trust building as a strategy to avoid unintended consequences of education. The case study of international summer camps designed to promote peace and intercultural dialogue among adolescents. Journal of Peace Education, 11(1), 81–100.

    Google Scholar 

  • Farini, F., & Scollan, A. (Eds.). (2019). Children’s self-determination in the context of early childhood education and services: Discourses, policies and practices. Springer.

    Google Scholar 

  • Farini, F., & Scollan, A. (2021a). From enabling environments to environments that enable: Notes for theoretical innovation at the intersection between environments, learning and children’s agency. An Leanbh Óg: The OMEP Ireland Journal of Early Childhood Studies, 14.

    Google Scholar 

  • Farini, F., & Scollan, A. (2021b). Meanings and methods of pedagogical innovation. In F. Farini, C. Baraldi, & E. Joslyn (Eds.), Promoting Children’s rights in European schools. Intercultural dialogue and facilitative pedagogy. Bloomsbury.

    Google Scholar 

  • Freire, P. (1970). Pedagogy of the Oppressed. New York: Herder & Herder.

    Google Scholar 

  • Gallagher, M., Prior, J., Needham, M., & Holmes, R. (2017). Listening differently: A pedagogy for expanded listening. British Educational Research Journal, 43(6), 1246–1265.

    Google Scholar 

  • Gergen, K. J., McNamee, S., & Barrett, F. J. (2001). Toward transformative dialogue. International Journal of Public Administration, 24(7–8), 679–707.

    Google Scholar 

  • Glaister, K. W., & Falshaw, J. R. (1999). Strategic planning stil l going strong. Long Range Planning, 32(1), 107–116.

    Google Scholar 

  • Helms, M. M., & Nixon, J. (2010). Exploring SWOT analysis –where are we now? A review of academic research from the last decade. Journal of Strategy and Management, 3(3), 215–251.

    Google Scholar 

  • Jones, P., & Welch, S. (2013). Rethinking children’s rights. London: Bloomsbury Academic.

    Google Scholar 

  • Keevers, L., & Treleaven, L. (2011). Organizing practices of reflection: A practice-based study. Management Learning, 42(5), 505–520.

    Google Scholar 

  • Learned, E.P., Christiansen, C.R., Andrews, K. & W.D. Guth (1969). Business Policy: Text and Cases. Irwin: Homewood.

    Google Scholar 

  • Luhmann, N. (2005). Risk: A sociological theory. Transaction Publishers.

    Google Scholar 

  • Lundy, L. (2007). “Voice is not enough”: Conceptualising article 12 of the United Nations convention on the rights of the child. British Education Research Journal, 33(6), 927–942.

    Google Scholar 

  • Mica, A., Peisert, A., & Winczorek, J. (2012). Sociology and the unintended. Robert Merton revisited. Peter Lang.

    Google Scholar 

  • Moss, P. (2016). Why can’t we get beyond quality? Contemporary Issues in Early Childhood, 17(1): 8–15.

    Google Scholar 

  • Moyles, J. (2006). Just playing? Open University Press.

    Google Scholar 

  • Murray, J., Swadener, B. B., & Smith, K. (2019). Epilogue: Imagining child rights futures. In J. Murray, B. Swadener, & K. Smith (Eds.), The Routledge international handbook of young Children’s rights (pp. 552–556). Routledge.

    Google Scholar 

  • Nutbrown, C. (2012). Foundations for Quality: The independent review of early education and childcare qualifications. Final Report. Retrieved December 21, 2022, from www.gov.uk/government/uploads/system/uploads/attachment_data/file/175463/Nutbrown–Review.pdf.

    Google Scholar 

  • OECD. (2019). The OECD education policy outlook: Working together to help students achieve their potential. Retrieved December 13, 2022, from https://www.oecd-ilibrary.org/deliver/2b8ad56e-en.pdf?itemId=%2Fcontent%2Fpublication%2F2b8ad56e-enandmimeType=pdf

  • OFSTED. (2019). The education inspection framework. Retrieved December 31, 2022, from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/801429/Education_inspection_framework.pdf

  • Organisation Mondiale Pour l’Education Prescolaire. (2010). World organization for early childhood education. Retrieved November 24, 2022, from http://www.omep2010.org

  • Pahl, K. (2007). Creativity in events and practices: A lens for understanding children’s multimodal text. Literacy, 41(2): 86–92.

    Google Scholar 

  • Paige-Smith, A., & Craft, A. (2008). Developing reflective practice in the early years. Open University Press.

    Google Scholar 

  • Parent-Infant Foundation. (2020). 1001 critical days Manifesto. Retrieved December 12, 2022, from https://parentinfantfoundation.org.uk/wp-content/uploads/2019/09/1001-days_oct16_1st.pdf

  • Pascal, C. & Bertram, T. (2014). Early Years Literature Review. Retrieved December 21, 2022, from www.early–education.org.uk/early–years–literature–review

    Google Scholar 

  • Penn, H. (2011). Quality in early education and care. An international perspective. Open University Press.

    Google Scholar 

  • Penn, H. (2014). Understanding early childhood issues and controversies. Open University Press.

    Google Scholar 

  • Rinaldi, C. (1998). The emergent curriculum and social constructivism: An interview with Lella Gandini. In C. Edwards, L. Gandini, & G. Foreman (Eds.), The hundred languages of children: The Reggio Emilia approach to early childhood education (pp. 101–112). Ablex Publishing.

    Google Scholar 

  • Rinaldi, C. (2005). In dialogue with Reggio Emilia. Routledge.

    Google Scholar 

  • Rinaldi, C. (2012). The pedagogy of listening: The listening perspective from Reggio Emilia. In C. P. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (pp. 233–246). Praeger.

    Google Scholar 

  • Schön, D. (1987). Educating the reflective practitioner: Towards a new design for teaching and learning in the professions. Jossey-Bass.

    Google Scholar 

  • Scollan, A. (2009, January 23). Academic and vocational progression routes for early years practitioners working towards ‘Early Years Professional Status’ (EYPS). Extended Services and Early Years Conference, London Borough of Sutton.

    Google Scholar 

  • Scollan, A., & Joslyn, E. (2021). SHARMED training: Design and practice. In C. Baraldi, E. Joslyn, & F. Farini (Eds.), Promoting Children’s rights in European schools. Intercultural dialogue and facilitative pedagogy (pp. 172–191). Bloomsbury.

    Google Scholar 

  • Scollan, A., & Mc Neill, E. (2019). Discourses/2. Ireland: Listening to children’s voices in Irish social work through cultural and organisational filters. In F. Farini & A. Scollan (Eds.), Children’s self-determination in the context of early childhood education and services: Discourses policies and practices (pp. 151–167). Springer International Publishing.

    Google Scholar 

  • Siraj-Blatchford, I., & Hallett, E. (2014). Effective and caring leadership in the early years. Sage.

    Google Scholar 

  • Somers, M. R. (1994). The narrative constitution of identity: A relational and network approach. Theory and Society, 23, 605–649.

    Google Scholar 

  • Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project technical paper 12: The final report. Institute of Education/Department for Education and Skills.

    Google Scholar 

  • UNESCO. (2020). Education for sustainable development. Retrieved December 18, 2022, from https://unesdoc.unesco.org/ark:/48223/pf0000374802

  • Warming, H. (2013). Citizenship, participation and trust in children’s lives. Palgrave Macmillan.

    Google Scholar 

  • Warming, H., & Fahnøe, K. (2017). Lived citizenship on the edge of society: Rights, belonging, intimate life and spatiality. Palgrave Macmillan.

    Google Scholar 

  • White, E. J. (2014). Are you ‘Avin a Laff?’: A pedagogical response to Bakhtinian carnivalesque in early childhood education. Educational Philosophy and Theory, 46(8), 898–913.

    Google Scholar 

  • Wyness, M. (2000). Contesting childhood. Falmer Press.

    Google Scholar 

  • Wyness, M. (2013). Children’s participation and intergenerational dialogue: Bringing adults back into the analysis. Childhood, 20(4), 429–442.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Centre for Psychological and Sociological Sciences, University of Northampton, Northampton, UK

    Federico Farini

  2. Centre for Education Research and Scholarship, Middlesex University, London, UK

    Angela Scollan

Authors
  1. Federico Farini
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Angela Scollan
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Federico Farini .

Rights and permissions

Reprints and permissions

Copyright information

© 2023 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Farini, F., Scollan, A. (2023). Trusting the Process: Pedagogical Innovation for Children’s Agency in the Classroom. In: Pedagogical Innovation for Children's Agency in the Classroom. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-28501-1_8

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-28501-1_8

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-031-28500-4

  • Online ISBN: 978-3-031-28501-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation