ABSTRACT
This chapter focuses on relational pedagogy, where the quality of relationships not only supports children’s well-being, development, and learning, but is also the base for them to become happy, healthy, and productive citizens. The pedagogical relationship also forms the central themes in the work of the Austrian-Israeli philosopher, Martin Buber. In the 20th century, it was in his work of the pedagogical worth of ‘dialogue’ where the significance of relation was revealed. The most prevalent theoretical perspective that has been used to understand the significance of relationships in early childhood education and care is the attachment theory. Children’s positive development depends, to a considerable degree, on whether the contexts in which they develop are reliable sources of supportive relationships. Relational pedagogy holds the approach that curriculum content should only be approached from a solid relational base – that when children feel safe and cared for, the pathway to learning success becomes possible and enjoyable.
