Empowerment through pedagogy: positioning service-learning as an early childhood pedagogy for pre-service teachers

Abstract

Over the past decade early childhood education (ECE) teachers have faced increasing pressures to implement standardised tests in order to secure external validation and funding. In response, many teacher education programmes now focus heavily on positivistic training approaches, as opposed to more developmentally appropriate pedagogies [Winterbottom, C., & Lake, V. E. (2013) Cultivating leadership and responsibility in children. Exchange, 5,[36][37][38][39]. In this study, we examined the effectiveness of an alternative, servicelearning training approach based upon constructivist principles in Ohio. Specifically, 120 students in a university teacher education programme participated in semester-long service-learning group-based projects. Post-project assessments indicated remarkably positive student reactions to their experience in ways that relate to important pedagogy-related goals. We conclude with a recommendation to incorporate service-learning methodology into teacher training programmes.

Embedding character education into an early childhood classroom through service-learning

“…A service-learning educational model is participatory, democratic, and collaborative in nature, and in early childhood is best practiced by those who are committed and close to the real world of young children and their families (Winterbottom & Mazzocco, 2015). This pedagogy is grounded in real world situations, and is carried out by practitioners, in collaboration with the community at large who have a direct and passionate investment in what is occurring inside the classroom; it is largely carried out as collaboration with people in context and not to people (Freire, 1970).…”

“…This epistemology is then used to inform teaching and learning, and provides a framework for shaping future learning. To this point, a lot of the evidence that has informed practice has been imposed on the educational field from external sources (Pascal & Bertram, 2012;Winterbottom & Mazzocco, 2015) but using a service-learning approach teachers can potentially advocate change and reform from within outward.…”

“…Recent studies have highlighted the progressive use of a praxis educational model with students in higher education early childhood preparation programs in the United Kingdom (U.K.) and in the United States (U.S.) (for example, Pascal & Bertram, 2012;Winterbottom & Mazzocco, 2015). However, the implementation of service-learning in early childhood classrooms has not been well documented, and the links to this type of research and the potential impact on character education are scarce at best.…”

Early childhood pedagogy in a Ghanaian socio-cultural medley: A case study of two Kindergarten classrooms

“…Even though, wide-ranging academic research has investigated the influence of early childhood pedagogy as one of the most significant drivers of children's development (Gananathan, 2011;Harris, 2015;Farquhar and White, 2014;Hedges and Cullen, 2012;Murray, 2015;Winterbottom and Mazzocco, 2015) much less research has explored early childhood pedagogy and its attendant contribution to children's development in diverse ways within the West-African sub-region. Besides, earlier studies focused on differing sociocultural contexts so these studies are silent regarding the extent to which children's socio-cultural settings influence selection of pedagogy and the significance therein.…”

Challenging or creative? Impatient or curious? Disposition discourse in the early years

“…The literature suggests that practitioners should be encouraged to be creative in their approach and to embrace change as this is beneficial for children's learning (Fullan, 2001). This is supported further by Winterbottom and Mazzocco (2015) in their study of American early childhood teachers who concluded that a service-learning pedagogical approach where teachers learn by doing and which involves opportunities for teachers to develop self-efficacy and assume responsibility for growth can lead to a more positive approach to learning as opposed to one which is data and assessment driven. In a study of creative teachers, Craft et al (1997) found that self-esteem and self-confidence should be nourished for practitioners to be creative in addition to personal and professional autonomy, the capacity to take risks and the ability to reflect critically on practice which is viewed as flexible and evolving rather than rigid and static.…”