Exploring Teachers Understandings of Democratic Pedagogies in Early Childhood Education: A South African Perspective

The democratisation of early childhood education contexts has increasingly come under focus in the ongoing attempt at asserting children’s voices in their learning. This paper sheds lights on early childhood teachers’ perspectives about democratic pedagogies. The following research questions were posed: What are the ECCE teachers understanding of democratic education? Which pedagogical approaches do teachers use to support democratic education? The study utilised the theoretical framework of Dewey’s Theory of Education. A qualitative research design guided the study. A sample of four teachers of two early childhood centres were purposefully selected and semi-structured interviews were conducted to collect data. The study found that participants had varied understandings of democratic education. The study also identified questioning, listening and dialogue, storytelling and problem-solving as pedagogical approaches that align with democratic teaching. Two constraining factors that stifle democratic education were identified. They were children’s chronological age as an important determinant in shaping pedagogical practice and teacher-led pedagogical practice. Whilst the findings of this study illustrate progress in democratic practice in early childhood education settings; the findings also flag the need to continually support teachers in combatting traditional notions in the teaching of young children, that stifle their voices.