Compassionate pedagogy: the ethic of care in early childhood professionalism

This presentation articulates a theory of early childhood pedagogy. This is necessary because childcare is usually discussed and justified in purely economic terms. The result is that the ethical foundations of early childhood... [ view full abstract ]

This presentation articulates a theory of early childhood pedagogy. This is necessary because childcare is usually discussed and justified in purely economic terms. The result is that the ethical foundations of early childhood pedagogy are lost.
When the ethical purposes of early childhood education and care (ECEC) are, on occasion, recognized and discussed, one of two positions is typically adopted. Either the ethical purpose of ECEC is to facilitate the growth and development of the child in a warm and nurturing environment, or the ethical purpose is to allow him/her to have a 'voice' and develop an incipient sense of citizenship. There does not seem to be an inclusive theory of pedagogy which unites these two perspectives.
Compassion, as a concept and facet of human experience, has become the focus of recent research in both psychology and politics. Drawing upon this research, I suggest that 'compassionate pedagogy' foregrounds the ethical dimension of the work whilst overcoming false dichotomies between discourses of ‘children’s rights’ and ‘care’. In particular, the theory highlights the strong association between secure attachments in childhood and the capacity for compassionate action, highlighting the responsibility of the practitioner as a creator of future compassionate society. The theory aims to articulate the difference between compassion and the less worthy motivation of pity.
The theory has the potential to underpin the policy agendas of non-governmental organizations advocating the extension of early childhood education and care.