Pedagogy is a circling term that elucidates the activities of a teacher mandated to instill learning skills to student. This aspect incorporates practices and methods of teaching especially based on theoretical and academic subject perception. As long as the fundamental necessity of high-quality education for children and service care provision is met and acknowledge, the role of teachers obliged to provide these services is value. In that regard, a clear rationale of pedagogy is established and its essential relevance to individual teachers and educational centers is stipulated. Using teachers and educators interchangeably, this essay provide a wide scope analyses surrounding the term ‘pedagogy’ encompassing activities and duties of teachers and strategic measure implemented when carrying these duties.
According to Laurillard (2007), teachers are tasked with an objective of engaging students for quality learning and development of service care provision and childhood education. Pedagogy includes obligations, scientific professionalism of teaching. Implementing this concept, educators utilize departmental relationship, strategies and instructional performances which provide a thriving learning experience for both teachers and students. Moreover, pedagogy refers to an interactive process that engages learners, practitioners and teachers in evaluating family, community and environmental aspects and other fundamental learning necessities.
Cultural, political and social dimensions connecting learners and teachers are defined in pedagogy. These dimensions define a practical and theoretical basis of students who need to be enlightened about the history of these dimensions. In pedagogical practices, quality teaching activities stipulate the degree and quality of education among diverse students. This form of learning is significant because activities, knowledge and opportunities are enumerated. Additionally, preceding learning helps students grasp concepts studied earlier hence building a strong foundation for further erudition specified in the education curriculum. Also, aspect that engages specialized practices like nurturing the relationship between educators and students and decision-making process during learning is postulated in pedagogy (Qureshi and Vazir, 2016).
Moreover, pedagogy progresses on a wide assumption of factors that include researches, empirical theories, political factors, practical evidences, group reference, experiences from educator and experts and community orientations and expectations. Pedagogy informs interactions, activities, experiences, planned and unplanned events and routine during learning. It conforms and support rules and regulations surrounding a particular aspect or service learning. During early years of student learning, educators use complex phenomena in pedagogy to illustrate practices that target at principles gained during training to achieve professional results and personal understanding. Because of its complexity during early education orientation, the concept of pedagogy should be considered as a stand-alone concept rather that presumed as whole.
Pedagogy is strategically focused on attaining positive results among students (in service care and early-childhood education). An empirical analysis on education and postulated outcome expected indicate that quality impact of pedagogy is considered as key treadle of improving the learning behavior of children. Moreover, educators utilizing quality pedagogy effectively promote strong and sound notion of ongoing development and learning sessions. This concept is reflected in teachers’ pedagogy because students’ learning and development techniques are optimized. For instance, the Children all-encompassing learning and development behavior are recognized hence improving the usability of high-quality aspect of pedagogy used by educators in early-childhood education and care provisions. This usability improves the chances of attaining goals and meeting mission statement stipulated in organizations and embedded in daily learning practices (Qureshi and Vazir, 2016).
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Pedagogy is enacted in organizations (such as Child Australia) and focuses on ensuring people collaborate amicably with professionals and service staffs to promoting an operation on a broader perspective. This concept provides educators within service organization understanding of an evidential basis of quality pedagogy and its contribution and awareness to development of service learning. The result achieved after using this concept explains to educators and teachers of their impact to the education of children hence pushing them to articulate what, how and why they do it to the community, careers and parents. Educators and teachers using pedagogy are in robust state of explaining what informs their practices and the reason for certain strategic measures (Qureshi and Vazir, 2016).
This concept helps educators and teachers implements their practices in a visible forms that is understandable to other educators and the community. Service cares and early childhood education operate under a driving force from the government focusing on continued engagement and quality assurance that targets to achieve a national quality framework on the education sector. The quality framework includes government policies that underpin the national quality educational standard. Foremost, the educational standard expects every students studying and developing will be based on a standardized educational curriculum.
A pedagogical approach known as critical pedagogy involves a wide range of social movement. This approach agrees to the idea of educational practices are shaped and contested by history. Decision-making processes on educational curriculum and practices, selection of textbooks, student evaluation and language used by educators are fundamental factors affecting the degree of learning among students. Moreover, critical pedagogy integrates educational practices that engage some students while harming others. Also, these practices favor some students’ power of speech and perspectives while ostracizing others. Educators and teacher have some powers over students and this is implied in critical pedagogical approaches. This approach targets at empowering children to be active, capable of engaging their own lives, families and the entire communities (Phipps and Guilherme, 2004).
Development and child-engaging learning practices consider principles, outcomes and practices of approved FSAC and EYLF. These are frameworks that are approached and support missions targeted by service organizations. Moreover, these missions stimulate the capacity of early-childhood students and care providers, communities and families to support the development, learning and well-being of children. Concepts like, recognition, integrity, collaboration, innovation, commitment and respect are achieved. The frameworks also support a belief that the concept of pedagogy incorporates the idea of enquiry and reputable dialogue about activities carried out in the community.
In conclusion, educational achievements through intentional learning and physical activities are fundamental techniques in optimizing learning, development and agency capabilities of children. Effective pedagogy produces quality results in terms of output which also represents core values and objectives subscribed in mission statements of care and service providers. Pedagogical practices targeting high-quality results underpin theories and works of literature relating to quality learning among children. These practices also acknowledge and support principles outlined in the United Nations convention rights preserved for children (Laurillard, 2007).