CARE06032 2022 Relational, Nurturing and Caring Pedagogy

General Details

Full Title

Relational, Nurturing and Caring Pedagogy

Transcript Title

Relational, Nurture and Care

Code

CARE06032

Attendance

80 %

Subject Area

CARE - Social Studies

Department

SOCS - Social Sciences

Level

06 - NFQ Level 6

Credit

05 - 05 Credits

Duration

Semester

Fee

€

Start Term

2022 - Full Academic Year 2022-23

End Term

9999 - The End of Time

Author(s)

majella mulkeen, Gwen Scarbrough, Sinead Regan, Breda McTaggart, Aoife Cooney

Programme Membership

SG_EEARL_H08 202200 Bachelor of Education (Honours) in Early Education and Care SG_EEARL_B07 202400 Bachelor of Education in Early Education and Care (exit)

Description

The aim of this module is to develop knowledge, values and skills that are core to cultivating a relational, nurturing and caring pedagogy in an early years setting. It will support students to build reciprocal, responsive and respectful relationships with babies, toddlers and young children. There will be a focus on ‘being with children rather than ‘doing with’ children. The ‘expressive’ dimension and the ‘instrumental’ dimension of relationships will be introduced.

Learning Outcomes

On completion of this module the learner will/should be able to;

Reflect on and explain key theories and concepts related to relational, nurturing and caring pedagogy

Explore and understand the benefits of a relational, nurturing and caring pedagogical approach

Identify and assess the values that underpin a relational, nurturing and caring pedagogical approach

Apply theory to practice through implementing approaches which foster positive and nurturing relationships in ECEC settings for children from birth to 6 years.

Teaching and Learning Strategies

The nature of this module requires students to engage with young children in caring and nurturing ways. In order to facilitate this students will visit ECEC settings in order to spend time with young children and develop these types of relationships with them. Students will also engage in self care practices as part of this module.

Students will attend 2 hours of lectures and a 1-hour tutorial each week. The lectures will introduce students to the relevant knowledge and theory necessary to provide caring and nurturing environments for children 0-6 years. The weekly tutorials will be participatory and will focus on skill development and interactive activities where trial and error will be encouraged to promote self-development.

A variety of teaching and learning approaches will be incorporated including but not limited to, active learning, brainstorming, small group work, peer learning, case studies, problem-based learning, guest lecturers and visits to ECEC sites where suitable to present examples of evidence- based practice.

Directed study will include reading and learning that underpins the module objectives. The teaching-learning strategies will provide students with the opportunities to reflect on and meet their own specific learning needs. The VLE will be used to provide access to online resources, lecture notes and external links to websites of interest.

Module Assessment Strategies

This module will be assessed through 100% continuous assessment. The continuous assessment will be made up of two parts:

Assessment One: Group Project (40% LO 4) working in small groups, students will apply knowledge and theory covered in the module to design a nurturing space in a fictional early years environment. Students must adhere to evidence-based practice and the established caring and nurturing principles for babies and young children 0-6 years.

Assessment Two: Reflective journal (60% LO 1, 2, 3) The reflective journal entries will document the students learning of theory and will incorporate the pedagogical practices demonstrated in practical sessions each week and apply theoretical frameworks to understand this better.

Students will be actively engaged in formative feedback for learning and will be provided with clear and timely notification of assessment requirements. Criteria for success will be shared when the assessment brief is published for CA.

Repeat Assessments

Repeat requirement will be determined based on failed components and will be recorded at Progression and Award Boards.

Indicative Syllabus

LO 1: Explain key theories concepts related to relational, nurturing and caring pedagogy

Students will explore understandings of concepts such as care, nurture, relational pedagogy, nurturing pedagogy and caring pedagogy. They will consider ideas such as emotional nurturance and responsive care (French, 2019) . They will interrogate understandings of care as natural/intuitive and examining gender-based notions of care (links to sociology of the child); viewing the “early childhood setting as a relationship-rich context” (Degotardi and Pearson). Key ideas which could be explored include:

An introduction to care ethics (Tronto 1994) and Professional Love in early childcare (Page 2017, 2018, 2020).
Understanding emotional labour (Taggarts work; Langford&Richardson; Bat) and the early year professional.
"Reconceptualising care as nurture" and care as education (Hayes 2007, 2008) Explore the meaning of Care vs Nurture: Hayes (2007, 2008) argues that reconceptualising care as nurture strengthens the attention to the educative value of care and allows for a more appropriate ‘nurturing pedagogy’ to emerge in early education learning environments.
‘Neuro-relational approach’ (Lebedeva, 2018) especially in relation to pedagogy with babies in group-based settings.
The view of the child as competent/having agency (Steiner/Reggio/Montessori, etc.).

LO 2: Explore the benefits of a relational, nurturing and caring pedagogical approach

The impact that a relational, nurturing and caring pedagogical approach for children, parents/families and educators will be considered. Questions to be explored include what is the impact on a child's sense of identity and their belonging in an ECEC setting? How are parents/carers supported through the use of this approach? How are children's transitions into and through ECEC settings impacted by this approach? How does this approach support children's learning and development? What are the professional benefits for the educator of this approach?

Key ideas which could be explored include:

Relational and nurturing approaches as a quality model of early education and care.
Relational and Nurturing Approaches and its links to National Guidelines Aistear and Siolta Curriculum Pillars, Standards and Principles, etc.
Evidence based practice (educational psychology, child development psychology, neuroscience and care).

LO 3: Identify the values that underpin a relational, nurturing and caring pedagogical approach

Students will explore professional values including a rights based focus on children, ethical practices, the view of the child as agentic and active learners, the importance of children’s participation and voice, reflective practice and inclusiveness. Students will be supported to explore the concept of “emotionally intelligent professional practice”.

Key ideas which could be explored include:

Ethical practice particularly in relation to children and self as a professional - Professional ethics and decision-making; codes of ethics in early years practice. The ethics and emotional labour of early years professionalism.
Risk aversion vs. professional love and care.
Central to caring and nurturing pedagogy is a ‘rights-based focus on children’ (French, 2019). This includes consideration of the needs and rights of children; the whole child perspective; establishing and developing nurturing relationships with children, children as rights holders (The UN Convention on the Rights of the Child) listening to and consulting with children; promoting the participation of children in early years services.
Models of reflection

LO 4: Apply theory to practice through implementing approaches to foster positive and nurturing relationships in ELC settings for children from birth to 6 years

Students will examine and reflect on the ways in which their day to day practices support positive and responsive relationships with children and families.

This learning outcome provides a foundation for the module HLTH06060 Children's Health, Safety and Wellbeing in semester 2 of the programme.

Key ideas which could be explored include:

Interactions and environments that support the nurturing relationship.
The essential role of reflection
Key person approach –Routines, Pedagogy of Listening, Resources for Infant Educators (Pikler and Gerber) providing high quality everyday experiences for children in care and practitioners.
Practice of a nurturing pedagogy: “respectful communication” (Gerber); foundations of the care relationship-building positive connections and trust (links to child health); building a nurturing environment.
Relational and nurturing approaches - attunement, activeness and responsiveness (French, 2019).
Links to Slow Pedagogy (Clark, 2021).
Links to the Roots of Empathy approach
The role of self care for the educator and practices to support this
Students will use theory to guide practice, plan for and support transitions into, from and within early years’ settings building relationships with a range of stakeholders
Engaging in partnerships with parents/guardians and families.
In terms of practical skills, this will be divided up as follows:
- Explore: relational/nurturing pedagogy (0-3) years: learning within the context of nurturing and trusting relationships; relational pedagogy with babies: ‘predictable, consistent, calm and loving manner’ (French, 2019).
- Pre-school Children (3-6): supporting choice, environment, children’s rights to a ‘voice’ and security.
Skills of observation and reflection are also essential to ‘nurturing pedagogy’ (French, 2019): observing, listening to children and reflecting on this-reflective practice, empathetic communication.

Coursework & Assessment Breakdown

Coursework & Continuous Assessment

100 %

Coursework Assessment

	Title	Type	Form	Percent	Week	Learning Outcomes Assessed
1	Reflective Journal Entry 1	Coursework Assessment	Individual Project	20 %	Week 4	1
2	Reflective Journal Entry 2	Coursework Assessment	Individual Project	20 %	Week 8	2
3	Reflective Journal Entry 3	Coursework Assessment	Individual Project	20 %	Week 12	3
4	Nurturing Environments	Coursework Assessment	Group Project	40 %	Week 13	4

Full Time Mode Workload

Type	Location	Description	Hours	Frequency	Avg Workload
Lecture	Flat Classroom	Lecture	2	Weekly	2.00
Tutorial	Flat Classroom	Tutorial	1	Weekly	1.00
Independent Learning	Not Specified	IL	3	Weekly	3.00

Total Full Time Average Weekly Learner Contact Time 3.00 Hours

Required & Recommended Book List

Recommended Reading
2005-01 Authentic Relationships in Group Care for Infants and Toddlers - Resources for Infant Educarers (RIE) Principles Into Practice Jessica Kingsley Publishers
ISBN 9781843101178 ISBN-13 1843101173

The contributors explain the main elements of the RIE approach and show how it can be applied in state-run and independent day care and family homes. Illustrated with examples of good practice in a range of settings, this practical introduction is a resource for parents and child care professionals, as well as those who evaluate child care provision.

Recommended Reading
2011 Nurturing Natures
ISBN 1848720572 ISBN-13 9781848720572

This book provides an indispensable account of current understandings of childrene(tm)s emotional development. Integrating the latest research findings from areas such as attachment theory, neuroscience and developmental psychology, it weaves these into a readable and easy-to-digest text. It provides a tour of the most significant influences on the developing child, always bearing in mind the family and social context. It looks at key developmental stages, from life in the womb to the pre-school years and right up until adolescence, whilst also examining how we develop key capacities such as language, play and memory. Issues of nature and nurture are addressed and the effects of different kinds of early experiences are unpicked, looking at both individual children and larger-scale longitudinal studies. Psychological ideas and research are carefully integrated with those from neurobiology and understandings from other cultures to create a coherent and balanced view of the developing child in context. Nurturing Natures integrates a wide array of complex academic research from different disciplines to create a book that is not only highly readable but also scientifically trustworthy. Full of fascinating findings, it provides answers to many of the questions people really want to ask about the human journey from conception into adulthood. Visit Graham Music's personal site at http://www.nurturingminds.co.uk/.

Recommended Reading
2014-09-01 Why Love Matters Routledge
ISBN 0415870534 ISBN-13 9780415870535

Why Love Matters explains why loving relationships are essential to brain development in the early years, and how these early interactions can have lasting consequences for future emotional and physical health. This second edition follows on from the success of the first, updating the scientific research, covering recent findings in genetics and the mind/body connection, and including a new chapter highlighting our growing understanding of the part also played by pregnancy in shaping a baby's future emotional and physical well-being. Sue Gerhardt focuses in particular on the wide-ranging effects of early stress on a baby or toddler's developing nervous system. When things go wrong with relationships in early life, the dependent child has to adapt; what we now know is that his or her brain adapts too. The brain's emotion and immune systems are particularly affected by early stress and can become less effective. This makes the child more vulnerable to a range of later difficulties such as depression, anti-social behaviour, addictions or anorexia, as well as physical illness. Why Love Matters is an accessible, lively, account of the latest findings in neuroscience, developmental psychology and neurobiology research which matters to us all. It is an invaluable and hugely popular guide for parents and professionals alike.

Recommended Reading
2012 Key Persons in the Early Years
ISBN 0415610397 ISBN-13 9780415610391

Key Persons in the Early Years aims to explain what a Key Person is, the theory behind the approach and the practicalities of implementation. Practical in its approach and containing case studies as examples of reflective practice, this second edition details the role of the Key Person across all ages in the early years. This new edition has been fully updated in line with the EYFS and features a new chapter on the Key Person approach with 3-5 year olds. The book offers guidance on: making the Key Person approach work in your setting with realistic strategies; the benefits of this approach for children's well being, for their learning and to ensure equal chances for all children; potential challenges and problems and how to overcome them drawing on accounts from practitioners of their journey in implementing this approach. This book will be an essential text for practitioners and students who wish to fully understand the Key Person role and how it can benefit children, parents and their setting.

Recommended Reading
01/09/2014 The Relationship Worlds Of Infants And Toddlers: Multiple Perspectives From Early Years Theory And Practice. Open University Press.

Recommended Reading
2018 The Time of Their Lives
ISBN 1906004439 ISBN-13 9781906004439

Recommended Reading
2014-05-15 Lived Spaces of Infant-Toddler Education and Care Springer
ISBN 9401788375 ISBN-13 9789401788373

This book conceptualizes the lived spaces of infant and toddler early education and care settings by bringing together international authors researching within diverse theoretical frameworks. It highlights diverse ways of understanding the experiences of very young children by exposing the ways that the authors are grappling with the unknown. The work explores broadly the construct and meanings of lived spaces as relational spaces, interactional spaces, transitional spaces, curriculum spaces or pedagogical spaces operating within the social, physical and temporal environment of infant-toddler education settings. The book invites interchange between and among diverse theories and approaches and through this build new understanding of infants and toddlers experiences and interactions in early education and care settings. It also considers the implications of this work for policy and practice in infant and toddler education and care.

Module Resources

Non ISBN Literary Resources

Alexandra C. Gunn • Claudia A. Hruska Editors Interactions in Early Childhood Education Recent Research and Emergent Concepts Springer Nature Singapore Pte Ltd. 2017

Bruska, C.A. & Gunn, A.C. (2017), Interactions in Early Childhood Education: Recent Research and Emergent Concepts, Springer, Singapore. ISBN: 9789811048784

Clare, A. (2012) Creating a Learning Environment for Babies and Toddlers, SAGE, London, California, New Delhi, Singapore. ISBN: 978-0-8572-769-6

Degotardi, S. and Pearson, E, (2014) The Relationship Worlds of Infants and Toddlers: Multiple Perspectives from Early Years Theory and Practice, Open University, UK. ISBN:9780335263004

Education Review Office (ERO), (2015) Transitions: The early childhood education perspective The Child – the Heart of the Matter. [online]. Available at: http://www.ero.govt.nz/assets/Uploads/ERO-Continuity-of-Learning-FINAL.pdf

French, G. (2019) Key Elements of Good Practice to Support the Learning and Development of Children from Birth to Three. Dublin. National Council for Curriculum and Assessment . [online]. Available at: key-elements-of-good-practice-to-support-learning-and-development-of-children-birth-3-years-.pdf (aistearsiolta.ie)

Gerber, M. and Greenwald, D. (2013) The RIE Manual: For Parents and Professionals, Resources for Infant Educarers, ISBN: 9781892560087

Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J. T., … Scott-Little, C. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49(1), 88–123.

Kernan, M. (2015) Learning environments that work: softening the boundaries, A paper prepared for the symposium, Early Educational Alignment: Reflecting on Context, Curriculum and Pedagogy, Delivered on 15th October 2015, Trinity College Dublin, Dublin. Accessed here: http://ecalignment.ie/RECEC[1]Learning%20environments%20that%20work_Kernan_FINAL%20NH%5B2%5D.pdf [Accessed on 24/07/2019]

National Council for Curriculum and Assessment (n.d.) Aistear Siolta Practice Guide: Supporting Transitions. Available at: http://www.aistearsiolta.ie/en/Transitions/

O’Farrelly C & E Hennessy E. (2013). Understanding transitions within early childhood care and education settings: the perspectives of professionals. International Journal of Transitions in Childhood. Available at: https://extranet.education.unimelb.edu.au/LED/tec/pdf/journal6_ofarrelly.pdf

O’Kane M (2015) Multiple Transitions. A Paper prepared for the symposium ‘Early Educational Alignment: Reflecting on Curriculum and Pedagogy. Trinity College Dublin, 15th October 2015. Available at: http://ecalignment.ie/Multiple%20Transitions_Research%20paper_5.10.2015.pdf

Papatheodorou, T & Moyles. J. 2009 Learning Together in the Early Years Exploring relational pedagogy Routledge

Sheridan (2007) argues the need for him/her to adopt a ‘democratic/learning[1]orientation strategy’ (p. 206) i.e. an engaged, sensitive, social and negotiat

World Health Organization, United Nations Children’s Fund, World Bank Group. Nurturing care for early childhood development: a framework for helping children survive and thrive to transform health and human potential. Geneva: World Health Organization; 2018. Licence: CC BY-NC-SA 3.0 IGO. Available online: https://www.who.int/maternal_child_adolescent/child/nurturing-care-framework/en

Journal Resources

Bath, C. Conceptualising listening to young children as an ethic of care in early childhood education and care. Children and Society, 27.5 (2013): 361-371.

Blewitt, C. et al. (2020) ‘Strengthening the quality of educator-child interactions in early childhood education and care settings: a conceptual model to improve mental health outcomes for preschoolers’, Early Child Development & Care, 190(7), pp. 991–1004. doi: 10.1080/03004430.2018.1507028

Ebbeck, M, and Hoi Yin Bonnie Yim. “Rethinking Attachment: Fostering Positive Relationships between Infants, Toddlers and Their Primary Caregivers.” Early Child Development and Care 179.7 (2009): 899–909.

French, G. "How to encourage empathy from birth: Neurological roots and the importance of responsive practice." ChildLinks 2 (2017): 7-11.

Goodfellow, J. “Presence as a Dimension of Early Childhood Professional Practice.” Australian Journal of Early Childhood 33.1 (2008): 17-23.

Hamre, B. K. (2014). Teachers’ daily interactions with children: An essential ingredient in effective early childhood pro[1]grams. Child Development Perspectives, 8(4), 223–230. doi:10.1111/cdep.12090

Hayes, N. (2019) Children at the Centre of Practice: Rights and Responsibility in Early Childhood Education and Care Conference Briefing Paper, Trinity College Dublin, November 2019.

Hayes, N. Teaching Matters in Early Educational Practice: The Case for a Nurturing Pedagogy, Early Education and Development, 19:3 (2008): 430-440.

Langford, R. & Richardson, B. Ethics of care in practice: An observational study of interactions and power relations between children and educators in urban Ontario early childhood settings. Journal of Childhood Studies, 45.1 (2020): 33-47.

Page, J. “Do Mothers Want Professional Carers to Love Their Babies?” Journal of Early Childhood Research 9.3 (2011): 310–323.

Page, J. “Will the ‘Good’ [Working] Mother Please Stand Up? Professional and Maternal Concerns about Education, Care and Love.” Gender and Education 25.5 (2013): 548–563.

Page, J. “Characterising the Principles of Professional Love in Early Childhood Care and Education.” International Journal of Early Years Education 26.2 (2018): 125–141.

Page, J. "Re-framing infant toddler pedagogy through a lens og professional love: Exploring narratives of professional practice in early childhood settings in England." Contemporary Issues in Early Childhood 18.4 (2017): 387-399.

Taggart, G. "Don’t we care?: the ethics and emotional labour of early years professionalism." Early Years, 31.1 (2011): 85-95.

Taggart, G. “Compassionate Pedagogy: The Ethics of Care in Early Childhood Professionalism.” European Early Childhood Education Research Journal 24.2 (2016): 173–185.

URL Resources

French, G. "Tuning in to Babies: Nurturing relationships in early childhood settings," in B. Mooney (Ed.) Ireland's Yearbook of Education. Dublin: Education Matters (2018). Available at: http://doras.dcu.ie/24310/1/Geraldine%20French%20%20from%20Irelands%20Yearbook%20of%20Education%202018%202019.pdf.

Elfer, P. "Facilitating Intimate and Thoughtful Attention to Infants and Toddlers in Nursery," in M. Fleer and I. Pramling Samuelsson (Eds.) International Perspectives on Early Childhood Education and Development, V. 11: Lived Spaces of Infant- Toddler Education and Care Exploring Diverse Perspectives on Theory, Research and Practice. London: Springer (2014). Available at: http://www.ndl.ethernet.edu.et/bitstream/123456789/40821/1/545.Linda%20J.%20Harrison.pdf#page=150.

The Pyramid Model Consortium. (2016). Retrieved from http://www.pyramidmodel.org/

Other Resources

Additional Information