Radical dialogue and slow pedagogy in early childhood art education
Bibliographic Data
| ID | 21747167 |
|---|---|
| Authors | Kwang Dae Chung (0000-0002-6587-5006, Western University, corresponding author) |
| Year | 2024 |
| Volume | 21 |
| Issue | 4 |
| Pages | 555-572 |
| Publication date | 2024-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Curriculum and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1550-5170 • E-ISSN: 2156-8154 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15505170.2022.2154291 |
| OpenAlex | W4313560694 |
| Language | EN |
| Citations received | 2 |
| References cited | 22 |
This research aimed to examine the dialogical engagement of early childhood educators in an artmaking space. A descriptive-qualitative research model was used for this phenomenological case study. The study’s findings reveal that pedagogical listening can facilitate dialogue among educators and children. Moreover, when educators are in this dialogical and pedagogical space with children, and if they genuinely and attentively listen with all their senses to children’s words, thoughts, desires, and needs by maintaining a responsive and respectful attitude, the fluxes and movements of both children’s and educators’ thinking and learning will be generative, creative, and relational
Active listening · Developmental psychology · Dialogical self · Early childhood · Early childhood education · Linguistics · Mathematics education · Pedagogy · Qualitative research · Social science · Sociology · Art Education and Development · Children's Rights and Participation · Communication · Digital Storytelling and Education · Psychology · Social Psychology
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |