Social Pedagogy in Early Childhood

On the 11^th July 2024, the Early Childhood Studies Degree Network (ECSDN) invited members to a Manifesto Launch day. Dr Emma Laurence attended this launch day and in this blog piece she reflects on the events of the day and the subsequent publication of the ECSDN Manifesto last month.

The Early Childhood Studies Degree Network has long been at the forefront of advocating for high-quality early childhood education and care. Their recently published manifesto marks a significant step in shaping the future of early childhood studies, particularly with its explicit emphasis on social pedagogy. This inclusion reflects a growing recognition of the importance of holistic, relationship-centred approaches in early childhood education and care.

Within the context of a change of government on the horizon, the day offered a unique opportunity to reimagine the sector. In small groups we were tasked with responding to 7 key recommendations which covered issues ranging from policy and research to the professionalisation of the sector. The conversations were rich and energising and the outcome of the day is reflected in the full ECSDN manifesto, available here. The first recommendation discussed was the call for consistent use of the term Early Childhood rather than Early Years. It was felt in the room that we needed policy, research and practice to recognise that children do not only exist within a nursery setting between the hours of 9-5 and that work within Early Childhood cannot be reduced to being exclusively about progress towards the Early Learning Goals. Children exist everywhere in society and their needs are far more holistic than only educational.

At the University of Worcester, our BA (Hons) Early Childhood has two pathways which reflects the varied ways of working with children and families and which extend far beyond “Early Years” settings. Our Graduate Practitioner route supports students who plan to work in mainstream settings such as Nurseries or Schools and often these students go on to gain Qualified Teacher Status through a PGCE. For those students who know they want to work with children but don’t want to work in a classroom we suggest the Social Pedagogy pathway. On this pathway, placements are more varied and include examples such as fostering agencies, family support work, working with the local council, play therapists, speech and language therapists, the school nursing team and so on. As a course team we have often felt frustrated by government emphasis for young children being considered primarily through the lens of getting school ready. For us, Social Pedagogy is the ideal framework to underpin relationship-based approaches to holistically supporting not just children, but also their families, and their communities so that all spaces that children occupy are also occupied by a workforce who are capable of meeting their needs.

Social pedagogy is a concept rooted in the belief that education and care are fundamentally interconnected. It promotes a holistic approach to child development, emphasising the importance of relationships, well-being, empowerment, and lifelong learning. Originating from European traditions, particularly in countries such as Germany and Denmark, social pedagogy places children at the heart of decision-making, encouraging them to be active participants in their own learning journeys. Unlike traditional educational frameworks that often separate learning from care, social pedagogy integrates both elements, fostering environments where children feel secure, valued, and capable. It acknowledges the socio-cultural contexts in which children grow and develop, advocating for inclusive, strength-based practices that support their diverse needs.

For these reasons (and many more), the Department for Children and Families at the University of Worcester have long been champions of Social Pedagogy. Our BA in Early Childhood has long been accredited by both the Early Childhood Studies Degree Network and the Social Pedagogy Professional Association and the university is home to a very active Social Pedagogy Research Group which almost immediately exploded to over 50 members.

Because of this alignment between the goals of the ECSDN and the concept of Social Pedagogy, this was a topic of much discussion on the launch day and it found a receptive audience with experts in the field of Early Childhood as it resonated with values which many of us hold dear.

Fast forward approximately 6 months and I am emailed a copy of the official manifesto by a colleague who is absolutely giddy because Social Pedagogy has been explicitly referenced within the document. The manifesto states that “embracing the role of the social pedagogue to respond to the qualities and needs of children and their families, whilst engaging in meaningful relationships, can support long term outcomes for society as a whole” (ECSDN 2025, p.2). Following this, the ECSDN recommend that government funding should be made available “for high quality research in early childhood that is transdisciplinary with a focus on social pedagogy” (ECSDN 2025, p.5). This is music to the ears of every member of the Early Childhood team at the University of Worcester as well as the Social Pedagogy Research Group who already contribute to this incredibly important area of research. We can see that there is great need for policies and practices which recognise that the hopes and dreams we have for children are inextricably linked to the hopes and dreams we have for society.

The ECSDN manifesto highlights the need for a shift towards more ethical, inclusive, and socially just approaches to early childhood education. The inclusion of social pedagogy aligns with this vision in several key ways:

1. Relationship-Centred Practice: The manifesto underscores the value of positive, meaningful relationships between educators, children, and families. Social pedagogy supports this by emphasising trust, empathy, and respect as fundamental elements of practice.
2. Child-Centred Learning: The ECSDN advocates for a participatory approach that gives children a voice in their education. Social pedagogy complements this by fostering environments where children are co-constructors of knowledge rather than passive recipients.
3. Holistic Development: Recognising that children’s well-being is integral to their learning, the manifesto and social pedagogy both stress the importance of emotional, social, and cognitive development. Practitioners are encouraged to nurture all aspects of a child’s growth rather than focusing solely on academic achievements.
4. Social Justice and Inclusion: The manifesto calls for a more equitable approach to early childhood education, ensuring all children, regardless of background, have access to quality learning experiences. Social pedagogy reinforces this commitment by advocating for anti-oppressive practices and culturally responsive pedagogy.

The integration of social pedagogy into the ECSDN manifesto represents a positive shift in early childhood education, reinforcing the importance of relationship-based, inclusive, and holistic pedagogical practices. As the sector continues to evolve, embracing social pedagogy can help create a more compassionate and effective approach to supporting young children’s learning and development. This move not only benefits children but also strengthens communities, ensuring that all people are nurtured On top of this, it also highlights what a receptive and collaborative group the ECSDN are to work with as the discussion of members on the launch day are so loyally reflected in the manifesto document.

If you would like to find out more about the BA (Hons) Early Childhood, please visit out webpage: https://www.worcester.ac.uk/courses/early-childhood-in-society-graduate-practitioner-ba-hons or contact Course Leader, Emma Laurence: emma.laurence@worc.ac.uk