Progressivism in the Early Years

Progressivism in the Early Years

 

According to Claxton (2021), a progressive approach to education emphasises the importance of developing attributes such as wellbeing and confidence. I believe this approach links to Kidd (2020, p.2), who suggested that ‘curriculum is more than produce’, highlighting that the skills children learn along the way to the required aim should be highly valued. Christodoulou (2014) defines a progressive approach as centring around the belief that activities and projects are the best way to learn with the teaching of transferrable skills crucial for learning. However, Christodoulou (2014) argues that it is wrong to ask children to think critically, independently or imaginatively when they have limited knowledge to think with, therefore, she highlights the importance of children acquiring knowledge.

In the early years, I believe that a progressive approach to education would emerge as an environment which prioritises child-centred learning and which focusses on the holistic development of children. A child-centred, progressive approach allows children to experience active participation and exploration, helping pupils to develop and construct knowledge (Georgeson et al, 2015). It builds on the work of Vygotsky (1978), highlighting the active role children have in developing their knowledge. Within my practice, I have seen observations being used as a form of formative assessment, allowing teachers to monitor progress over a period of time, linking to a more progressive approach. Linking to this, Claxton (2021) highlights that a progressive view of assessment should focus on trajectories of improvement, not snapshots of learning. Montessori (2014) was a key theorist promoting the use of a progressive approach, highlighting the vitality of observation for supporting the development of learning. Early Education (2021) states that observation is beneficial for understanding how children are developing and learning and for planning next steps. However, Fisher (2020), highlights that observations can result in children feeling worried of not meeting unknown expectations. Therefore, it could be suggested that observation data should not be solely relied on due to these potential behaviour changes. A barrier to conducting observations could be balancing these with the pressures of delivering the EYFS framework. To overcome this, in practice I have observed teachers carefully planning observations into their weekly planning and working with teaching assistants to share the responsibility. Fisher (2020) suggests that observing children in child-led scenarios is the most effective, enabling teachers to be more open-minded and aware of dispositions. On the other hand, Fisher (2020) states that observing teacher-led scenarios can cause a focus on specific objectives, preventing a holistic view of development. 

Overall, I believe aspects of a progressive education such as observational assessments are beneficial for promoting learning.

References

 Christodoulou, D. (2014) Seven Myths About Education. Oxon: Routledge.

Claxton, G. (2021) The Future of Teaching and the Myths That Hold it Back. Oxon: Routledge.

Early Education (2021) Birth to 5 Matters: Non-statutory guidance for the Early Years Foundation Stage. Available at: https://birthto5matters.org.uk/wp-content/uploads/2021/04/Birthto5Matters-download.pdf  (Accessed: 27 April 2024).

Fisher, J. (2020) Moving On to Key Stage 1: Improving Transition into Primary School. 2^nd edn. London: Open University Press.

Georgeson, J. V., Campbell-Barr, V., Bakosi, É., Nemes, M., Pálfi, S and Sorzio, P. (2015) ‘Can We Have an International Approach to Child-Centred Early Childhood Practice?’, Early Childhood Development and Care, 185(11-12), pp. 1862-1879. Available at: 10.1080/03004430.2015.1028388.

Kidd, D. (2020) A Curriculum of Hope: As Rich in Humanity as in Knowledge. Carmarthen: Independent Thinking Press.

Montessori, M. (2014) The Montessori Method. New Jersey: Transaction Publishers.

Vygotsky, L., S. (1978) Mind in Society: The Development of Higher Psychological Processes. London: Harvard University Press.