ABSTRACT
This chapter focuses on the ways in which teachers can support child-initiated learning, by developing integrated pedagogical approaches in the Early Years Foundation Stage (EYFS) and Key Stage 1. The outcomes of the Independent Review of the Primary Curriculum (DCSF 2009) and the Cambridge Primary Review (Alexander 2009) proposed a number of challenges for teachers in England in how they reconceptualise learning, curriculum, and pedagogy. Though these were not adopted as policy following the 2010 election, a change of climate in primary education remains. The chapter intends to help teachers meet these challenges and looks at contemporary socio-cultural theories that align with these directions: integrating child-initiated and adult-initiated learning activities is central to high-quality education. However, developing cross-curricular approaches involves the teacher in challenging traditional notions of ‘child-centred’ education and rethinking adults’ roles and responsibilities. To meet the challenges, I will argue that teachers need a deep and sophisticated understanding of learning, and a wide pedagogical repertoire, in order to develop the curriculum in ways that combine structure and flexibility, and support play and playfulness. Examples are used to link theory and practice, and illustrate integrated pedagogical approaches.
