Pedagogical practices used by early childhood education and care (ECEC) teachers to promote participation

Abstract

This qualitative study explores pedagogical practices of early childhood education and care (ECEC) teachers in Norway, focusing on promoting participation among 4–6-year-old children. Through semi-structured interviews with four ECEC teachers, we conducted a thematic analysis to understand their practices inspired by the work of Lundy. Findings suggest that the four ECEC teachers prioritize various pedagogical approaches, emphasizing children’s initiatives through observation and interpretation of their verbal and non-verbal expressions during daily activities. Pedagogical practices involve active engagement to ensure different types of participation. Decision-making includes helping children to take positions and influence majority-voting children. Indoors, ECEC teachers use observation to plan activities aligning with children’s interests while also facilitating free play among peers; play equipment is promoted outdoors. Findings indicate the challenges inherent in balancing pedagogical plans and responsibility with children’s participation and emotions. Pedagogical practices supporting children’s critical thinking and reflection are not identified but ECEC practitioners are increasingly aware of them.