ABSTRACT
The kind of pedagogy demonstrated in the classrooms of the two teachers is based upon a combination of thoughtful and thorough resourcing with demonstrable respect for children’s intentions, interests and motivations. It includes close consideration of their physical, social and emotional needs. Into this mix, the teachers deliberately insert high levels of adult interaction. The interactions take on a range of forms, are frequently determined moment-by-moment according to context and the children involved, and are often intuitively based and may be spontaneously constructed. The range of interactions include mediating, instructing, narrating, participating, conversing, talking (in all its forms), problem-solving, listening, voicing and co-creating. While this does not pretend to be a fully inclusive list, it forms categories within which other types of interaction may be contained. For example, ‘participating’ may be evidenced as play, cooperative endeavours, resourcing, receiving, physical presence or addressivity. This kind of pedagogy demands depth of knowledge and high levels of
skills from those involved, along with physical and emotional stamina, tolerance, maturity and professionalism. All of these attributes are evidenced in both teachers’ selves, demonstrated in their responses, and in their practice. They both present a quietly determined, self-confident approach and an ability to stretch towards both inner and outer motivations to search for the causes of, and the nourishment for, the high levels of personal investment evident in their work with children in their care. The nature of this reflexive practice will be further considered later in this section.
