The role and practice of interpersonal relationships in European early education settings: sites for enhancing social inclusion, personal growth and learning?

This study sought to identify and compare the characteristics of the social pedagogic context of cognitive activities in a sample of early education settings in six European countries (England, Finland, Greece, Italy, Spain and Sweden). Previous research concerning the social context within which cognitive/learning activities take place has focused on practitioner-child relations; yet, children undertaking these activities spend the majority of their time with peers and away from the presence of practitioners. Data were collected in two early education settings in each of the countries, using as research tools: descriptive narrative contextual information (concerning structure, size, curriculum framework), mapping of interpersonal activity, reflective rating scales (concerning nature of cognitive tasks and support for children\u2019s interactions) and practitioner interviews (concerning children\u2019s interactions for learning and development). Results identified some variation in frameworks, activity and practice between the partner countries but noted more generally that children are found in distinct pedagogic \u2018worlds\u2019 when acting/interacting with practitioners and peers. These pedagogic worlds were separated by size and composition of grouping, activities and communication. The pedagogic worlds also related to task and interpersonal support for learning and development within settings. Interviews with practitioners showed a concern to promote children\u2019s social development but a consistent focus on individual children\u2019s development (rather than a social focus on all children). Conclusions identify that the distinctive pedagogic \u2018worlds\u2019 may be the source of social exclusion (especially among peers) and question how practitioners may more fully integrate/support a socio-constructive basis of cognitive activities into peer-based interactions

PART I. Comparing Preschools across Europe: Methods and Analyses of the Study by Phase. Chapter 1: Context of the Study. Chapter 2: Methodology of the Study. Chapter 3: Initial Findings from Phase 1: the Survey. Chapter 4: Analyses by Type of Instrument of Phase 1. Chapter 5: Key Findings from Phase 2: Implementation of Peer-Based Relational Approaches- a Summary of the Case Studies and Country Comparisons at the Start and End of a Preschool Year. Chapter 6: Analyses by Type of Instrument of Phase 2.

The significance of relational approaches in early education has become increasingly recognised, but there is relatively little research on the topic. The study reported in this volume was a collective effort by researchers in six European countries (England, Finland, Greece, Italy, Spain and Sweden) originally designed in response to European Union concerns for making early education more \u2018attractive\u2019, promoting knowledge and personal development, and enhancing social cohesion and inclusion. The study identifies major concerns about life and interaction within preschool settings and aims to contribute new methodological tools for early education research, developing a number of theoretical explanations regarding social and cognitive development of preschool children and providing recommendations for development of practice within early education settings. The first phase of the study represents a mapping out, both quantitatively and qualitatively, of the context of relationships that young children are likely to encounter during their early education experience in preschool settings. The second phase takes up the challenge to develop relational approaches and activities that practitioners could include within their early education settings to enhance the learning and social competence effects of peer relations. The relational approach adopted here is based on a social, developmental model of relationships \u2013 developing interpersonal trust and sensitivity, reciprocal communication and joint working skills. The results point out that the social pedagogic context must be recognised as a fundamental aspect to learning and development. It becomes crucial to develop teachers\u2019 awareness of the importance of peer-based early education practices and to identify programmes that may be integrated into classrooms to enhance social inclusion and cognitive development