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Thus indicating practitioners should adopt and accept the approach permitting them to "adopt learning strategies that embed the acquisition of knowledge and techniques into meaningful context" (Macleod-Brudenell and Kay, 2008, p.311). Moss and Petrie (2002) support this notion by saying "pedagogy may be used to refer to whole domain of social responsibility for children, for their well-being, studying and competence" (p.138). Pugh and Duffy (2006) suggest a pedagogue is the person who leads and educates children's learning. This efficiently affects children's learning and allows them to become confident learners. In addition to encouraging children to maintain control of their own interests and studying (Every child matters, 2004). Allen and Whalley (2010) embrace Whalley, Allen and Wilson's (2008) idea that the role of the professional is extremely important and address the concept that effective pedagogy is all about improving results for children's learning. Therefore in order to offer an effective supply for children to learn and develop in practitioners have to have the ability to keep positive connections with the kids. Allen and Whalley (2009) adopt Curtis and O’Hagan's (2009, p. 156) concept that theorists such as Bruner and Vygotsky have affected pedagogy by placing "emphasis upon the importance of the adult in facilitating children's learning". This promotes children's learning. Fantastic practice would be for the professionals to try to expand and develop the child's understanding by scaffolding their learning through suggestions and queries (Bee and Boyd, 2007). Furthermore, Allen and Whalley (2010, p.7) highlight the forth motif of the EYFS as "optimistic connections". Bruce (2008) resonates with the National strategies (2009) no...