Abstract:
Even though previous research points to the effectiveness of Jesus’ use of parables as a pedagogical technique, there is limited research regarding the other pedagogical techniques used by Jesus during his ministry and their attendant robustness and significance in early childhood classroom settings. The current study used a historical research design to explore critical pedagogy in the eyes of Jesus Christs’ teachings and their related significance in early childhood context. The four New Testament Gospels (Matthew, Mark, Luke and John) translated into English from the original Greek are primary sources of the data. Documentary analysis procedure was used in analysing the data. The study’s findings revealed that Jesus used various forms of critical pedagogy. On many occasions, he used parables, questions and poetry to achieve his teaching goals such as critical thinking, internal change and harmonious living. Even though he had frequent interactions with individuals and small groups, he also lectured large crowds. Though, he hardly ever used re-enactment as a teaching technique, he used it with such dexterity that it has become an essential teaching tool for his followers. His private and public use of prayer gave his learners content but also a model to follow. For learning in the affective domain, he used apprenticeship. By the means of humour and silence, he modelled both how to teach and how to live a life worthy of emulation. When teaching in early childhood settings is defined by lived experiences, activity-based learning, small group work, individual activity, care and concern for others, and reflections, then it has footprints of the critical pedagogy Jesus Christ used.
