Children’s conceptual learning through culturally responsive pedagogy in the early years: A literature review
Background: Australia is a vibrant and multicultural country, and the Australian Early Years Learning Framework V2.0 (EYLF) emphasises excellence and equity, shaping children’s learning experiences in terms of belonging, being, and becoming in many ways. Cultural-historical theory holds that child development is a ‘complex dialectical process’ and that qualitative change depends on the child’s internal and external factors, which are shaped by social practice and everyday culture. In the early years, children learn through play, and the cultural-historical theory argues that culturally appropriate play promotes cognitive development and intelligence.
Aim: The EYLF suggests that educators can create a culturally responsive pedagogy to secure safe spaces for children’s learning and to celebrate the benefits of diversity. However, there is limited research exploring how educators can enact culturally responsive pedagogy to enhance children’s conceptual learning through play.
Method/approach: To address this gap, this paper examines existing literature on children’s conceptual learning, using a systematic search strategy, to illustrate an important way children feel a sense of belonging through culturally responsive pedagogy. The synthesis of the literature provides insight into children’s conceptual learning, belonging, being, and becoming in terms of cultural ways of learning through play.
Results/findings: The review indicates a significant gap between everyday practices in early childhood settings and the intentions outlined in national curricula and policy frameworks. In practice, there are very few approaches that intentionally support the development of children’s conceptual learning through culturally responsive pedagogy in early years education. Recognising that culturally responsive pedagogy through play is valid and essential, and that it should be embedded in curriculum, pedagogy, and everyday practice to develop children’s cultural consciousness and holistic learning.
Conclusion: Developing children’s conceptual learning depends on consciousness, which requires generalising knowledge, which is only possible through social interaction, enabling understanding of the social situation. It is understood that educators can intentionally incorporate culturally responsive pedagogy into play-based learning (e.g., storybooks, children’s project-based activities, or celebrations of multicultural activities) to foster awareness of developing relevant everyday concepts.
Implications for children, families and practitioners: You must be respectful of the diversity of family and community life in Australia, a vibrant, multicultural country and diverse society, bringing these diverse experiences, home languages, perspectives, expectations, and cultural ways of knowing, being, and doing into their learning.
Keywords: children’s conceptual learning, cultural-historical theory, play, culturally responsive pedagogy
This presentation relates to the following United Nations Sustainable Development Goals: