Iram Siraj talks about the power of playful pedagogy Scroll to learning area

In this interview, Iram Siraj, Professor of child development and education, University of Oxford, explores what high-quality early years practice looks like, drawing on decades of research including the EPPE study. She highlights the importance of balancing strong relationships with intentional teaching, and explains how environments, interactions and play all work together to support children’s development. The discussion offers practical insights into how educators can deepen learning through thoughtful, responsive practice.

Good for looking at

• How relational and intentional pedagogy work together
• What sustained shared thinking looks like in practice
• The role of the environment as the “third teacher”
• How to support learning through play without taking over
• The difference between praise and encouragement
• Building strong foundations for literacy and numeracy
• When and how to intervene in children’s play
• How early years settings support children’s long-term outcomes

Measuring excellence, nurturing potential

New Evidence-Based Tools for Supporting Quality Improvement in Early Childhood Education. You can find these publications on the Routledge website.

References

Hirsh-Pasek, K., Golinkoff, R.M., Nesbitt, K., Lautenbach, C., Blinkoff, E. and Fifer, G. (2022) Making Schools Work: Bringing the science of learning to joyful classroom practice. New York: Teachers College Press

Hirsh-Pasek, K., Hadani, H., Blinkoff, E. and Golinkoff, R. (2020) A new path to education reform: Playful learning promotes 21st-century skills in schools and beyond. Brookings, Policy2020.

Lillard A, Lerner M, Hopkins E, et al. (2013) The impact of pretend play on children’s development: A review of the evidence. Psychological Bulletin, 139(1), 1–34.

Siraj, I & Kingston, D. (2025) The Pedagogical Leadership in the  Early Years (PLEY) scale.  Routledge

Siraj, I.  (2025) An Emergent and Inquiry-based Early Childhood Curriculum for Ireland, Dublin: National Council for Curriculum and Assessment.

Sylva, Siraj, Taggart & Kingston  (2025) The Early Childhood Quality Rating Scale – Emergent Curriculum (ECQRS-EC): Assessing Curricular Quality in Early Childhood Education, TCP & Routledge

Understanding key ideas

• What does Iram Siraj mean by relational pedagogy?
• What is intentional pedagogy, and why does she argue it should sit alongside relational practice?
• Why is it not an “either/or” between social-emotional and cognitive development?

Applying research to practice

• According to the EPPE study, which combination of teaching approaches led to the best outcomes for children?
• How might you balance care, relationships, and teaching in your own setting?

Sustained Shared Thinking (SST)

• What is sustained shared thinking, in simple terms?
• How is SST different from just asking children lots of questions?
• What does good SST look like in: one-to-one interactions or in small group play
• Why can’t SST happen all the time—and when is it most valuable?

The role of the environment

• What does it mean to describe the environment as the “third teacher”?
• How can environments become “stale” or limit learning?
• What changes could you make this week to better match your provision to children’s current interests?

Emergent curriculum

• What does Iram mean by “knowledge of the world” in early literacy?
• Why is it problematic to teach phonics without context?
• How can you build strong foundations for literacy and numeracy through play?

Play and learning

• Why does Iram say not all play leads to learning?
• What makes play high quality?
• How can adults: enhance play without taking over? Decide when to step in and when to step back?

Language, motivation, and praise

• What is the difference between praise and encouragement?
• How can over-praising affect children’s motivation?
• What kinds of questions help develop: thinking, self-regulation, independence

Equity and early education

• How can early years settings act as a protective factor for children?
• What role do relationships and key person systems play here?

Pedagogical leadership

• What is pedagogical leadership, and why is it vital?
• How is early years pedagogy different from school-based teaching?
• What responsibilities do educators have for children’s outcomes over time?

The Six Cs and dispositions

• What are the Six Cs (e.g. curiosity, collaboration, communication)?
• Why are these considered life skills, not just school skills?
• How do they differ from curriculum content?

Reflect on your own practice

• Which part of your current practice is strongest: relational or intentional?
• Where could you strengthen the balance?
• When did you last observe sustained shared thinking in your setting?
• How well does your environment respond to children’s interests right now?
• What might “being agentic as an educator” look like in everyday practice?