Pre-Primary or Social Pedagogy?

We were asked what suited us better as Educators… Pre-Primary or Social pedagogy?

Children Around the World

Children Around the World

With this in, The ELECT Document stresses more on Social Pedagogy rather than Pre-Primary.

Pre-primary is often understood as a foundation to organized instructions,

“Traditional Pre-primary programmes are often understood as the initial stage of organized instruction” (ELECT, page 80).Pre-primary is more of a teacher directed approach, “Group sizes are large, ratios are high, programmes are mainly teacher directed, the emphasis is on standards and the evaluation of same” (ELECT, page 81) and whereas Social Pedagogy is structured, but also is “freely”.

For example, you can see the difference between Pre-Primary,

“A focus on learning standards, especially in areas useful for school readiness. Teacher child relationships tend to be instrumentalized through reaching for detailed curriculum goals” (ELECT, page 107)

and Social Pedagogy,

“Focus on broad developmental goals as well as learning are stressed, interactivity with educators and peers encouraged and the quality of life in the institution is given high importance” (ELECT, page 107).

Healthy Planet

Healthy Planet

“Traditionally, the Nordic countries have benefited from strong structural supports (desirable child-staffratios, adequate training, resources and materials) that have allowed them to fully engage in the SocialPedagogy approach. Those countries exemplifying the Social Pedagogic approach tend to have ratios ofapproximately 1:5-8 for the 3-6 year old age group, maximum group sizes of 20, high levels of trainedstaff, staff trained on an equal par with primary school teachers; i.e., 3-4 yr. university degrees” (ELECT, page 81).The ELECT just doesn’t focus on the education aspect, but instead also focuses on the child as a whole (Their family, community, culture, etc.).

Pre-Primary or Social Pedagogy?

Social Pedagogy

Social Pedagogy


Using Interactive Technology

Children using tech devices is a hot topic.  How much is too much?  How young is too young? Today, guest blogger, Rob James gives a perspective on the use of tech in the early years.  We would love to hear your opinions on the topic!  ~EMP

 Do you believe that introducing interactive technology can play a significant role in helping children in their early years? Given the range of easy to use devices available, which include iPads and interactive whiteboards, and the increasingly early digital literacy that children achieve, making technology part of the classroom can mean that children can learn in different ways. While there have been some arguments against the over use of technology in the classroom, its benefits and the need to match up home and school based learning mean that all teachers and schools should consider testing it for pre-school classes.

Using Interactive Technology To Engage Children In Early Years

Five Technology Skills Every Student Should Learn

Find the full article here.

1. Online literacy

“Students need to be able to read a news article and determine if there is bias and if it’s truthful. They then need to learn how to read the comment sections of online news articles and respond appropriately with a well thought-out comment.” —Sandy Harty, Salt Lake City

“The most important technology skill for students is the ability to judge the quality and hidden influences of content that they encounter in the online world. Thirty years ago, most research materials available to students were vetted by some kind of gatekeepers. Encyclopedias, books, newspapers, and magazines all had levels of review for content before it was published. (Yes, those folks had their biases–but there was at least some level of review and fact-checking before publication.) Now, we live in a world where anyone can post content online that looks quite reliable. And it’s very hard to tell if the writer is slanting the information in support of their agenda, or giving equal time to all sides. … Students will need to learn to cross-check information, check reliability of sources, understand types of domains and institutions, and how to take time and verify what they learn.” —Dick Carlson, chief learning officer, Applied Educational Systems


2. Critical thinking

“Critical thinking; from not texting while driving … to understanding the difference between face time and screen time … to employing sound thinking and decision making in each tech area and with each decision. You might find a wife, job, or car on Google, but you still have to nurture the relationship, show up with clean pants, and put oil in the thing; the skill, the tool, the ‘app’ aren’t the final destination.” —Ed McManis, head of school, Sterne School, San Francisco, Calif.


“It is using technology in the questioning of what is known and unknown; developing new facts or theories from what is known; questioning assumptions and fact with new knowledge and facts. These are the skills needed, not an office suite or set of things.” —Dr. Neil Schaal, director of grants management, EAGLE-Net Alliance

“The most important technology skill that students need to learn in the 21st century is learning how to learn. When students are equipped with this skill, they will know what resources to seek out and what methods to apply to help them gain the knowledge and skills they need.” —Mamzelle Adolphine


3. The science behind the technology

“It is dumbfounding how, in this day and age, educators still think learning a specific piece of software or using a specific piece of hardware is important for ‘technology’ learning. When will there be real technology-literate people in education? The issue is not what piece of software/hardware to educate our future leaders about, but what it takes to make the software and piece of hardware.

“I’ve never heard an adolescent educator or student talk about any number system other than base 10. I’m always amazed when I mention another system (binary?) when in a math class—the students’ looks and comments are those of someone who thinks you are from some other planet! Let’s get back to the issue: Teach the science, math, and history behind the technology and how to communicate this information … within the curriculum already in place.” —M12954


4. Adaptability

“I believe that having enough resourcefulness, initiative, risk-taking, and creativity to learn and master any technology is necessary, as we actually cannot predict what technology 10 years from now will look like.” —Jane Cacacho


5. Courage

“I think a great skill to have is fearlessness: Being able to experiment with a technology or software and not worry if you’re using it ‘correctly.’ It’s important to remember that technology is there to bend to your will, not the other way around. Students are usually great about this, and we as adults need to let them explore their natural tech curiosities and just have fun.” —Anonymous


Edmonton teacher gets fired.

Highschool teacher gets terminated because he gave out zeros to students that did not complete their assignments or even bothered to hand it in. Back when I was in high school zeros were given out for not completing assignments or failure to hand in. His actions hurt the students “academically”. Overall, students who fail to hand in or complete their assignments shouldn’t be disappointed by the teacher’s marking, but at themselves.

As a student, what you do determines your grade in the course and failure to hand in an assignment, then you should get a zero. Instead of zeros, “behavioural codes” — such as “MPA” for “missed performance” — for incomplete work, should be used, but what does that teach students for the future? Does that mean in post-secondary institutions, they will continue to use such “behavioural codes” for their students? No. In post-secondary institutions, zeros will be given out for incomplete assignments.

View full article here.