Developing pedagogical reflection in Early Years teachers through using objects and photographs

Lucy Parker, Ludwick Nursery School, UK This article draws on findings from a small-scale research project that explored the formation of pedagogical beliefs in female Early Years teachers (Parker, 2017). The study sought to provide an opportunity to listen to Early Years teachers’ ideas, and gain a greater understanding of their pedagogy and how their pedagogical beliefs have been shaped and formed. Pedagogy is complex and hard to define and it is only recently that this term has been used more frequently in the English education sector. Alexander (2008) argues that pedagogy is multi-faceted and made up of different related domains of ideas and values, including self, society, past, culture, community, curriculum and children.  There is evidence to show that Early Years professionals struggle to articulate their pedagogy (Moyles et al., 2002a, 2002b; Stephen, 2010). Some scholars suggest that in order to gain a greater understanding of pedagogy, providing opportunities for t