Learner engagement: Has the child been lost in translation?

Abstract

A CORPUS OF LITERATURE HAS argued the fundamental importance of learner engagement in early years' classrooms and identified the association between engagement and academic and social success. In the current education policy, educational theories typically influence curriculum development which, in turn, guides pedagogical practice. In the case of literature pertaining to learner engagement, the relationships between theory, curriculum and teaching pedagogy are unclear; hence the interconnections are often implied. Furthermore, decision making about learner engagement is assumed to be in the best interests of the child. However, upon assessment of the literature, the child's presence in learner engagement in classrooms appears to be absent. This paper explores the existing concepts of learner engagement in relation to adult observations of the child. Engagement, as reflected in current Australian early years' curriculum frameworks, is examined. An argument is then presented for the inclusion of the child perspective on learner engagement.