Radical dialogue and slow pedagogy in early childhood art education

Abstract

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.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 4 citations exist upstream.