Two worlds collide: a case study on pedagogies in HE with Early years undergraduates

Undergraduate students, studying to become Early Years (EY) practitioners must gain the knowledge and skills to develop the confidence and the ability to embrace two very different pedagogies, both of which strive to support the learning and development of children in early years settings in Wales. Whilst digital technology is a common place tool for learning and teaching across the breadth of education from Higher Education (HE) through to the Early Years (EY), finding a comfortable position for it in the world of ‘outdoor play and outdoor learning’ presents a tension.
This case study, reflects on the pedagogies applied with a second year cohort of EY undergraduate students to explore this tension in practice. It explores how digital technology, can be blended with the more traditional, experiential pedagogies of outdoor learning, via the introduction of an ‘app’ to encourage collaborative practices between students relating to how they are integrating the two approaches.
The case study reveals the advantages and discomforts of role modelling a practice that has not been applied before in this context and as such is considered an innovative pedagogy (Koros-Mikis, 2009). It as it seeks to discover whether the two worlds collide or can combine. In doing so, it raises questions the appropriateness of digital technologies being part of young children’s development, the challenges this can present and the arguments as to why it cannot be overlooked.
Reflecting on this practice has revealed that pedagogical thinking can be transformed and new approaches can be applied where sufficient opportunity allows .This relates to both students and tutor in this case study, and the outcomes suggest that the two worlds can be positively combined.