Interaction or interruption? Five child-centred philosophical perspectives

Abstract

This study investigated early childhood educators' beliefs regarding whether and when they should interact with children. Interviews were conducted with five educators chosen for their alignment with five distinct philosophical approaches representing a range of contemporary early childhood education services in New Zealand. A qualitative approach was used to elicit their individual stories to delve into the complexities of child-centred interactions. The literature reviewed highlighted an apparent tension between developmental and sociocultural perspectives, namely the issue of whether and when educators choose to interact with children. However, this study suggests that such tension is nullified when educators align their daily practice with clear philosophical guidelines.