Tag: early childhood development theories

Critical pedagogy of Henry Giroux

~ Storykate ~ Leave a comment

Critical pedagogies are mentioned among the most important pedagogies educators should rely on the EYLF 2.0 (AGDE, 2022): “critical theories that invite educators to challenge assumptions about curriculum, and consider how
their decisions may affect children differently” (p.13).

I already talked abot critical pedagogies in my video The Truth about Critical Pedagogies https://youtu.be/fMTPGKuamNc

Henry Giroux is certainly one of the most influencial theorists of critical pedagogies and critical theories. His ideas have greatly influenced the field of radical, critical pedagogy, focusing on equality, democracy, and justice – values that are crucial in early childhood education. So… let’s talk about him!

Who is Henry Giroux?

Giroux earned his doctorate in 1977 from Carnegie Mellon University, specialising in curriculum theory and the sociology of education. His career spans teaching at Boston University and Miami University in Ohio, where he became a professor of pedagogy and an honorary researcher. Later, he was a chair of the Department of Secondary Education at Pennsylvania University.

Key ideas

Giroux’s work revolves around several core themes relevant to early childhood educators. They are

  • Equality and Democracy. Giroux believes that education should foster a democratic society where every child’s voice is valued, regardless of their background. Do you think EYLF V2.0 also promotes that?
  • Cultural politics and critical pedagogy.He advocates for an education system that acknowledges and incorporates diverse cultural perspectives, ensuring that all children feel represented and respected. Repsect for diversity is embedded in the EYLF V 2.0
  • Teachers as intellectuals. Giroux sees teachers as transformative intellectuals who help shape a more just and equitable society.
  • The concept of otherness. Giroux’s key idea of “otherness” is all about culture or social positioning of groups as an element of democratic participation.

According to the philosopher and theorist, education should go beyond school boundaries and instantly become a part of social life, giving it an inevitable political context. It is not a neutral concept (which is similar to the ideas of Paulo Freire) and shuold not be taken for granted.

Education, Giroux argues, is not just a simple means of cultural reproduction but serves those who hold power in society, facilitating their access to power and rights. Giroux insists that education should be seen as a state of resistance, mobilising activities of struggle for liberation from cultural hegemony, which stigmatises, isolates, and alienates significant segments of the population.

Giroux’s radical pedagogy requires a new vision — one that celebrates what does not yet exist, what is possible, looking beyond immediate givens to the future and fighting for new possibilities for humanity.”

Critical Pedagogy in Practice

In his works, such as “Ideology, Culture and the Process of Schooling” (1981) and “Theory and Resistance in Education” (1983), Giroux promotes critical thinking and awareness. For early childhood educators, this means encouraging children to question and explore the world around them, fostering a sense of curiosity and critical awareness from a young age.

Democracy and participation

Giroux’s vision of democracy is about equal participation for all, which is essential in early childhood settings. By creating inclusive classrooms where every child feels heard and valued, educators can lay the foundation for a more democratic society. This involves recognising and celebrating “otherness” – the diverse cultural and social backgrounds that children bring to the classroom. Giroux highlights the importance of this by stating, “the notion of ‘otherness’ concerning culture or social positioning of groups as an element of democratic participation is essential.” This is aligned with the ideas of Reggio Emilia project and rights – based education, anti-bias curriculum approach.

Educators and children voice

Giroux’s approach empowers both educators and children. Teachers are seen as key agents in promoting social justice and equality, while children are encouraged to engage critically with their community and society. This helps build a community of learners who are aware, engaged, and committed to making a positive impact. Giroux states: “schools should be places of cultural production and transformation, where an individual or group expands their powers and freedoms, becoming a member of a just society that guarantees personal and collective autonomy.”

Key Works

One essential book by Henry Giroux is “Theory and Resistance in Education” (1983), where he explores many of the critical ideas discussed above.

Final thoughts

I think, that Henry Giroux’s radical pedagogy offers valuable insights for early childhood educators. His principles of equality, democracy, and critical awareness, can help you, as an educator, to create more inclusive and empowering learning environments.

Giroux’s work reminds us that education is not just about transmitting knowledge but about shaping a just and equitable society, starting with our youngest learners. I wonder how you can add Giroux’s ideas into early childhood education philosophy and program?
I think it can help foster a generation of children who are not only knowledgeable but also critically aware and socially responsible.

Watch Henry Giroux videos

For more insights from Henry Giroux, you can watch his video here.

What do you think about Henry Giroux ideas?
Storykate

What is mediated action and why do educators need to know about it?

~ storykate ~ Leave a comment


“Hello, educators!

Let’s discuss James V. Wertsch, a prominent figure in early childhood education in Australia. He has built upon Lev Vygotsky’s ideas, with a focus on ‘mediated action.’

  1. Mediated Action: Wertsch’s concept of “mediated action” is central to his theoretical framework. He argues that human cognition and action are not isolated processes but are fundamentally mediated by cultural tools and artifacts. These cultural tools include language, symbols, and various forms of external representation.
  2. Zone of Proximal Development (ZPD): Building on Vygotsky’s concept of the ZPD, Wertsch emphasizes that the ZPD is not merely a developmental zone where a learner requires assistance to reach a certain level of competence. Instead, it is a space where cultural tools are used to scaffold learning and facilitate development. These tools help individuals to engage in tasks and activities that they could not accomplish alone

Wertsch emphasises the significance of cultural tools, such as language and symbols, in shaping children’s development and learning. However, it’s not just about the tools themselves; it’s also about the context. Think of it as a child’s learning journey being influenced by the historical and sociocultural environment they’re in, much like a plant’s growth depends on the soil it’s planted in.

Now, here’s where it becomes interesting. Wertsch suggests that children learn effectively when they collaborate. It’s similar to teamwork in sports – they share ideas and solve problems together, and this collaboration is where the real learning takes place.

So, what does this mean for early childhood education in Australia? It’s about creating an optimal learning environment. By effectively using cultural tools and encouraging cooperative learning, educators can facilitate a productive learning experience.

In summary, James V. Wertsch is a valuable resource for understanding how children learn and how to support their learning. His work underscores that it’s not just about providing tools for learning; it’s about creating an environment that nurtures their educational journey, which is building on the ideas of Lev Vygotsky.

Now, let’s delve into some examples of mediated action in early childhood:

  1. Storytelling: When children tell stories to each other or listen to stories from adults, they use language as a cultural tool to develop their imagination and communication skills. This is an example of mediated action.
  2. Block Building: When children collaborate to build structures with blocks, they employ the cultural tool of physical objects to enhance their spatial awareness and problem-solving abilities. Their joint efforts demonstrate mediated action.
  3. Group Discussions: In a classroom setting, when children discuss a topic or problem collectively, they use language to mediate their understanding. They share ideas, ask questions, and arrive at solutions through dialogue, illustrating mediated action. As you can imagine, the teacher plays a significant role as a more knowledgeable other (Vygotsky, 1978).
  4. Art and Drawing: When children engage in artistic activities like drawing or creating art, they use symbols and visual representations to express themselves. This artistic process involves the mediation of their thoughts and emotions through cultural tools. Think about approximation of letters; and culturally meaningful symbols, e.g. Aboriginal Peoples cultural symbols.

These examples highlight how cultural tools and social interaction play pivotal roles in the early learning experiences of children in Australia.”👧🧒📚

What do you think about this theorist and have you heard of these ideas before?