Learning, potential and identity construction in Maltese early years settings

Abstract

Introduction: As young children develop a sense of identity and belonging while building strong relationships during the early years of schooling, they construct their own meanings and understandings about themselves as learners and make sense of the world around them (Falsafi, 2010; Huber, Keats, Whelan and Clandinin, 2003). It is believed that children’s concept of who they are as learners and their capacity for learning is impacted by factors that include childhood experiences and childhood environments as well as the kind of relationships and interactions that adults in early years settings facilitate and develop (Siraj-Blatchford, 1996; Sutherland, 2008). After providing the contextual background for the exploration of young children’s identity construction in early years settings, different theoretical perspectives and ideas on teacher and learner identities, emerging abilities and high potential in young children as well as children’s perceptions and constructions are reviewed. Methodological decisions made for a narrative inquiry conducted to examine teacher-learner interactions, identity building and pedagogical approaches that address individual strengths and needs of potentially gifted or highly able learners are presented, followed by a discussion and an interpretation of findings with a focus on young children’s perceptions of learning, potential and identity. Some final recommendations for good practice bring the chapter to a close.