Childhood pedagogy: learning with bruner

Abstract

The scientific literature has shown that participatory approaches that guarantee the child rights and respect their voice and competence have greater impact on their learning and future life (Eurydice, 2009; OCDE, 2012; Oliveira-Formosinho, 2009; Siraj-Blatchford, Sylva, Muttock, Gilden and Bell, 2002). The Starting Strong III Report (OCDE, 2012) to this purpose, emphasizes that children learn better: i) on integrative pedagogical approaches, where cognitive and social learning are understood as complementary and equally important, ii) when they are active and involved; iii) when the interactions are frequent and meaningful; iv) when the curriculum takes into account what they have learned before. The complexity of participatory pedagogy requires a holistic view of the processes to be operationalized in praxis. Our concerns with a participatory praxis led us to dialogue with the Bruner proposals (1966, 1984a; 1991a; 1991b; 1997; 1998; 2000; 2004; 2010; Bruner and Postman, 1949; Wood, Bruner, and Ross, 1976) whose principles provide important contributions to childhood pedagogy. Participatory pedagogy brings out the integrative vision of praxis and considers the complexity of the contexts where the beliefs, knowledge, theory and practice are held in multiple combinations. This vision values the child activity and competence, valuing the involvement stemming from the meaningful experiences. The Bruner’cultural pedagogy is an important grammar for participatory praxis. In this study we intend to read the conceptions of Bruner, taking into account its implications in early childhood education. The analysis will be based on the dimensions of childhood pedagogy listed by Oliveira Formosinho (2007) space and materials, time, interactions, observation, planning and assessment.