Learning Dispositions in Early Childhood Education: How Interactions between Children and Teachers Nurture and Support Young Children’s Learning Dispositions

Abstract

Early Childhood Education is a field experiencing rapid growth in professionalism and research. This growth places pressure upon schools and teachers to meet state standards and to use the criteria of Quality Rating Systems to evaluate teachers. This study offers expanded resources for the art of teaching through an examination of learning dispositions (also known as approaches to learning) to support teachers as they broaden their practice and relationship with students. It offers teaching strategies to influence the development of learning dispositions, tendencies or habits of thinking that influence behaving or speaking in a manner that satisfies or moves a person toward a learning goal (Katz, 1988, 1993b). This study specifically examines curiosity and new dispositions of risk-taking and voice. Strategies for influencing learning dispositions in teacher-child interactions are revealed through discourse analysis of a highly rated teacher of young children. An argument is made for the inclusion of risk-taking and voice. Risk-taking is a foundation for problem-solving. Voice, the right to be heard, contribute and have influence, is the foundation for expressing opinions and identity. The study suggests further research for risk-taking and voice as learning dispositions that empower frequently marginalized cultural, linguistic, and racial groups. Children who are supported in acquiring affective learning dispositions can experience enhanced learning trajectories.