Universal Pre-K Classroom Concepts

In a classroom, being committed to life-worlds pedagogy is important to every students’ success. Having a strong commitment to life-worlds means that in the classroom a child will be able to influence what happens next, the teacher gives lessons supporting the students’ stages of imaginative development, the interactions in the classroom are common and an important part of learning, making memorization less important, but being able to express an understanding more important, being culturally responsive, meeting all students needs on any level, and offering affordances. Considering these seven descriptions that help explain life-worlds pedagogy in classrooms, I would rate the universal pre-k class in The Staten Island Preschool at 5.5 in their commitment to life-worlds. The reason for this rating will be explained in relation to five articles from Emilson, Fartaar, Johansson, Milner, and Qvarsell.
In the class I observed this opportunity hadn’t taken place. During circle time the students were told to sit still facing forward and were not allowed to talk until the teacher asked questions at the end of the lesson. According to Basil Bernstein and Emilson, this class follows strong classification and strong framing with strong teacher control. they say that strong classification and framing means, “children are not able to exert influence when the teacher keeps the control over both what is going to be communicated and how it should be communicated” (22). The teacher stuck to every lesson and taught it even if the educational energy fell. She also removed any opportunity for influence from the children by having them follow strict rules, if the rules were broken their names would be written down and they would be picked last for