Conference Papers

Pedagogic mediation as a developmental tool for lasting change?

This PhD research explores different listening methods answering the question ‘how do we better listen to children in early childhood settings?’ Previous researchers (e.g. Clarke and Moss 2011, Kara 2015) have inspired a creative approach and the desire to seek out new and innovative ways of listening to children and this research has built upon this creative field. Following Oliviera-Formosinho’s (2014) four stages of mediation the researcher worked alongside children and practitioners to develop listening practices within the setting. Pedagogic mediation supported mutual respect, empowerment and lasting change. Working within a praxeological paradigm this research has used ethnographic techniques to follow the story of three settings within an early years cluster. Photo-elicitation, family voice, co-constructed drawings, concentric circles etc. were refined and developed with practitioners as each setting developed their own listening techniques whilst also developing an overall community of practice (Wenger 1998).
Ethical principles were central to the research, particularly with this praxeological paradigm as power relationships needed to be addressed on a variety of levels. Anonymity of the practitioner and children were guaranteed as data was collected at a setting level only. Setting anonymity is afforded as the three case studies will be drawn together to provide a single narrative. The settings were fully informed throughout and EECERA ethical guidelines were discussed with stakeholders.
The two stands of ‘listening methods’ and ‘pedagogic mediation’ have been analysed and themes identified within and between these strands, for example the relationships, power and isomorphism. In keeping with a praxeological approach the settings have ownership of these findings and have assisted in the analysis of evidence.
Successful listening methods have been disseminated through the local cluster and further collaborative strategies discussed. Pedagogic mediation offers an alternative approach to CPD which promotes lasting change through an isomorphic approach.
This paper will address the successes and limitations of pedagogic mediation as a developmental tool and explore the changes and challenges encountered.
(this PhD research is funded though bursary from the Centre for Research in Early Childhood CREC)

Lyndon, H. (2016) 'Pedagogic mediation as a developmental tool for lasting change?', paper presented to The 12th Annual Conference of the British Education Studies Association (BESA), 30 June-01 July, viewed 17 January 2020, <https://educationstudies.org.uk/?p=5670>