How does learning happen?

How Does Learning Happen? Ontario’s Pedagogy for the Early Years 

https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf

Early Years Pedagogy 

Pedagogy is defined as the understanding of how learning happens and the philosophy and practice that support that understanding of learning.

The term “pedagogy” may be unfamiliar to some in early years settings. Thinking about pedagogy provides a new way for educators to consider their work. It helps educators to: 

• look more carefully at what they do each and every day; 
• think about the why of their practice; 
• understand more deeply how their actions have an impact on children and their families. 

Pedagogical approaches that nurture learning and development in the early years include: 

• establishing positive, responsive adult-child relationships; 
• providing inclusive learning environments and experiences that encourage exploration, play, and inquiry; 
• engaging as co-learners with children, families/caregivers, and others; 
• planning and creating environments as a “third teacher”; 
• using pedagogical documentation as a means to value, discuss, and make learning visible; 
• participating in ongoing reflective practice and collaborative inquiry with others.

These same approaches that are effective for children are also key elements of learning and engagement for families and those who work with children; what is good pedagogy for children is also good pedagogy for adults. 

"In taking a negotiated learning approach, teachers move beyond simply providing children with experiences.  They probe further, either by asking questions, or by engaging in discussion to discover why children are deeply absorbed in exploring a material, or they try to figure out what children are thinking as they touch, taste, examine, and explore the world around them"

Think, Feel, Act (Lessons from Research about young Children):

Research shows a strong connection between a child’s early years experiences and their overall learning, development, health and wellbeing.

The Think, Feel, Act: Lessons from Research about Young Children research report provides educators in early years settings with information to support early childhood development. It discusses:

• the benefits of positive relationships in a child’s life for healthy brain development
• ideas on how the environment can support children’s learning
• the use of pedagogical documentation, like images or videos, to learn how children think and learn
• the importance of supporting children’s ability to self-regulate and key steps for self-regulation
• principles to help pedagogical leaders build and promote quality early learning environments
• key components of inclusive child care and early years programs

https://files.ontario.ca/edu-think-feel-act-lessons-from-research-about-young-children-en-2021-01-29.pdf