(Re)imagining the social pedagogy within early childhood education and care: a (re)exploration of the power and importance of relationships and connections

Abstract

The purpose of this article is to explore early years education and care through a social pedagogy approach and to (re)consider the power and importance of relationships and connections. While the importance of relationships and connections may be tenaciously upheld within much grassroots practice, early childhood practitioners are under continuous pressure to navigate personal and professional pedagogy, with often competing policy dictates. This article will discuss how vital to children’s and young people’s holistic development and well-being social pedagogy and a relationship-centred approach may be. Concepts from Deleuze and Guattari and the notion of Haltung will be drawn on to provide a critical discussion and practicable and practical ways forward for early childhood practitioners and early years education and care on every level.