ABSTRACT
Our current cultural understanding of this pedagogical approach recognises that it makes children's learning visible and encourages them to become central to their own learning. In real terms, this means that the child is actively involved in making decisions about which learning processes he or she engages with. On the basis of this, the educators and the child through a collaborative process negotiate the context for learning together. This collaborative relationship between educators and children helps the child to feel confident in sharing their profound interests with the educators and their families in the early years setting. We need a teacher who is sometimes the director, sometimes the set designer, sometimes the curtain and the backdrop and sometimes the prompter who dispenses the paints and who is even the audience, the audience who watches, sometimes claps, sometimes remains silent, full of emotion. What this pedagogical approach means for educators is clearly affected by what this means for children.
