Aligning With The Introduction Of Curriculum For Excellence (Cfe)

Aligning with the introduction of Curriculum for Excellence (CfE), recent years has witnessed a growing interest in the complex concept of pedagogy. Although there is much ambiguity, pedagogy refers to the way knowledge is transmitted, organised and realised (Bernstein, 1971) thus, the act and discourse of teaching (Alexander, 2004: 11). It is vital that teachers utilise this knowledge and understand related techniques to ensure effective learning for all. Recognising this, CfE provides the opportunity to ensure all children in early education settings experience stimulating, and effective learning methods appropriate to their needs (Scottish Executive, 2007). Therefore, pedagogy within Early Years stages of Scottish curriculum – children

Although containing similar features, this pedagogy should not be confused for active learning and is a dominant approach in pre-school settings. Supporting this, Siraj-Blatchford & Sylva (2004) conclude, play is an integral component of high quality provision which can enrich all areas of the curriculum. Likewise, Wood & Attfield (2005) recognise, play develops childrens content knowledge across the curriculum, and enhances the development of social skills, competences and dispositions to learn. Additionally, play in preschool contributes to formal schooling preparation. Within play, children self-regulate and create their own rules which must be followed to be deemed ‘playing properly’. These skills suggest children will likely be able to master the academic skills required in formal schooling (Martlew et al., 2011).These benefits justify why playful learning has been met with enthusiasm. Furthermore, Kapasi & Gleave (2009) inform, UK play policies - supported by research considering childrens perspecitves - propose choice is characteristic of play, as children value: freedom from structure; making choices; and having time to themselves. Contrasting this, research problematises free play, recognising constraints such as space, time and adults role (Markström and Halldén, 2009). Realistically, choice and freeplay are generally reliant on teachers beliefs and values and their pedagogical understanding (Sherwood & Reifel, 2010). These differing understandings can result in less child-initiated play which is regarded as crucial within literature (CACE, 1967; Fisher, 2013). Contradicting this, DCSF (2007) argue - endorsed by the findings of effective provision in preschool education - adult supported experiential learning should be dominant mode for children in their preschool years. These opposing ideas emphasise the complexity of playful learning and pose which is the more benefitial approach? Supporting