Early Years

Playing and learning in another language: ensuring good quality early years education in a language revitalisation programme

by Wilson McLeod

Co-authored with Christine Stephen and Joanna McPake

Offering Gaelic medium preschool provision poses particular challenges as most children only encounter Gaelic in the... more Offering Gaelic medium preschool provision poses particular challenges as most children only encounter Gaelic in the playroom and live in a context heavily dominated by English. Nevertheless, expanding provision for early years education in Gaelic is an important part of ambitious plans to revitalise the language. In this paper we explore the challenges experienced by adults and children as they strive to provide good quality preschool education through the medium of Gaelic. Drawing on evidence from a review of Gaelic medium preschool education, we consider the difficulties experienced in developing a Gaelic-only immersion playroom, the need for specific resources and the perceived training needs of practitioners. We look at the issues which arise from the largely English language home learning environment and the specific pedagogical challenges experienced when supporting language learning and access to the national curriculum. Our analysis will be relevant to others working in similar culturallinguistic and political contexts across Europe.

Kalogiannakis, M., Rekoumi, Ch., Antipa, E., & Poullou, V. (2011). Natural Sciences and Environmental Education: a didactic proposal for early childhood based on the use of geological concepts and myths, In Ε. Sinodi & M. Ambarjaki (eds.) Preschool education curricula: Pedagogical Approaches and educational policy, 235-254, Athens: Pedio (in Greek).

by Michail Kalogiannakis

In the framework of the present research the ideas of the students of preschool age about the earthquakes and the... more In the framework of the present research the ideas of the students of preschool age about the earthquakes and the volcanoes are being investigated and as a first instructive approach it is being attempted through the Greek and world mythology. Fundamental objectives of this instructive proposal constitute the sensitization of infants regarding the geological phenomena of earthquakes and volcanoes and a first approach in their mechanisms of creation, the protection from the potential dangers that emanate from the following phenomena as well as the acquaintance with the Greek and world mythology. In this chapter we are presenting in detail the planning and the concretization of instructive intervention that was based on a project activity. The proposed activities began with the narration of Greek myths that are related with the above geological terms. Afterwards innovative techniques were developed with the inclusion of experienced perceptions into activities of theatrical laboratory and painting as well as laboratorial observation. After the conclusion of instructive intervention important differentiation was realized in the ideas of infants towards the scientifically acceptable direction of geological phenomena. Generally, the present instructive proposal showed that the geological phenomena can be approached to a satisfactory degree in the preschool education so infants can comprehend phenomena that are connected with the history of earth simultaneously acquiring environmental sensitivity.
------------
Καλογιαννάκης, M., Ρεκούμη, Χ., Αντύπα, Αικ. & Πούλλου, Β. (2011). Φυσικές Επιστήμες και Περιβαλλοντική Εκπαίδευση: μια διδακτική πρόταση για την προσχολική εκπαίδευση βασισμένη στη χρήση γεωλογικών εννοιών και μύθων, Στο Ε. Συνώδη & M. Αμπαρτζάκη (επιμ.). Προγράμματα Προσχολικής Εκπαίδευσης. Θεωρία και Πράξη, 235-254, Αθήνα: Πεδίο.

Στα πλαίσια της παρούσας έρευνας διερευνώνται οι ιδέες των μαθητών προσχολικής ηλικίας για τους σεισμούς και τα ηφαίστεια και επιχειρείται μια πρώτη διδακτική προσέγγιση μέσα από την ελληνική και παγκόσμια μυθολογία. Βασικοί στόχοι της διδακτικής πρότασης αποτελούν η ευαισθητοποίηση των νηπίων σε σχέση με τα γεωλογικά φαινόμενα των σεισμών και των ηφαιστείων και μια πρώτη προσέγγιση στους μηχανισμούς δημιουργίας τους, η προστασία από τους ενδεχόμενους κινδύνους που προέρχονται από τα παραπάνω φαινόμενα καθώς και η γνωριμία με την ελληνική και παγκόσμια μυθολογία. Στο κεφάλαιο αυτό παρουσιάζεται αναλυτικά ο σχεδιασμός και η υλοποίηση της διδακτικής παρέμβασης που βασίστηκε σ’ ένα σχέδιο εργασίας. Οι προτεινόμενες δραστηριότητες ξεκίνησαν με τη διήγηση ελληνικών μύθων που σχετίζονται με τις παραπάνω γεωλογικές έννοιες. Στη συνέχεια αναπτύχθηκαν τεχνικές καινοτόμου χαρακτήρα με την ένταξη των βιωματικών αντιλήψεων σε δραστηριότητες θεατρικού εργαστηρίου και ζωγραφικής καθώς και εργαστηριακής παρατήρησης. Μετά την ολοκλήρωση της διδακτικής παρέμβασης διαπιστώθηκε σημαντική διαφοροποίηση των ιδεών των νηπίων προς την επιστημονικά αποδεκτή κατεύθυνση των γεωλογικών φαινομένων. Γενικότερα, η παρούσα διδακτική πρόταση έδειξε ότι τα γεωλογικά φαινόμενα μπορούν να προσεγγιστούν σε ικανοποιητικό βαθμό στην προσχολική εκπαίδευση και τα νήπια να κατανοήσουν φαινόμενα που συνδέονται με την ιστορία της γης αποκτώντας ταυτόχρονα περιβαλλοντική ευαισθησία.

Kalogiannakis, M. (2009). Didactic of Natural Sciences in the Preschool Education: an overview of the field, Kinitro, 10, 33-52 (in Greek).

by Michail Kalogiannakis

Nowadays, there is a growing interest in the introduction of Natural Sciences into all levels of education,... more Nowadays, there is a growing interest in the introduction of Natural Sciences into all levels of education, particularly in early childhood education where it is considered feasible because a range of teaching strategies have been developed that makes possible the transformation of scientific teaching models in conceptual models of precursor Natural Sciences. The teaching of science in early childhood education is a subject which is different from the science of adults and contains information from scientific concepts, procedures and attitudes. This article provides an overview of the scope of the Natural Sciences teaching in early childhood education with an emphasis on the experiential representations of students for Natural Sciences, the kindergarten teachers and Natural Sciences’ teaching and curricula for teaching Natural Sciences in kindergarten.
-------
Καλογιαννάκης, Μ. (2009). Διδακτική των Φυσικών Επιστημών στην Προσχολική Εκπαίδευση: μια επισκόπηση του πεδίου, Κίνητρο, 10, 33-52.

Στις μέρες μας, εμφανίζεται ένα συνεχώς αυξανόμενο ενδιαφέρον για τη εισαγωγή των Φυσικών Επιστημών σ’ όλες τις βαθμίδες της εκπαίδευσης και ιδιαίτερα στην προσχολική εκπαίδευση όπου θεωρείται υλοποιήσιμη διότι έχουν αναπτυχθεί πλέον μια σειρά διδακτικών στρατηγικών που καθιστούν εφικτό το διδακτικό μετασχηματισμό επιστημονικών μοντέλων σε πρόδρομα εννοιολογικά μοντέλα Φυσικών Επιστημών. Η διδακτική των Φυσικών Επιστημών στην προσχολική εκπαίδευση αποτελεί ένα διδακτικό αντικείμενο το οποίο διαφέρει από την επιστήμη των ενηλίκων και περιέχει στοιχεία από τις επιστημονικές έννοιες, τις διαδικασίες και τις στάσεις. Το παρόν άρθρο αποτελεί μια επισκόπηση του πεδίου της διδακτικής των Φυσικών Επιστημών στην προσχολική εκπαίδευση με έμφαση στις βιωματικές αναπαραστάσεις των μαθητών για τις Φυσικές Επιστήμες, τους νηπιαγωγούς και τη διδασκαλία των Φυσικών Επιστημών, καθώς και τα αναλυτικά προγράμματα για τη διδασκαλία των Φυσικών Επιστημών στο Νηπιαγωγείο.

Transition to school: Reflections on readiness

by Sadaf Shallwani

Arnold, C., Bartlett, K., Gowani, S., & Shallwani, S. (2008). Transition to school: Reflections on readiness. Journal of Developmental Processes, 3(2), 26-38.

Although globally primary school enrollment has increased dramatically in recent years, primary school completion... more Although globally primary school enrollment has increased dramatically in recent years, primary school completion rates remain disappointing. In many countries, the highest rates of dropout and repetition are at the Grade 1 level. In such a context, it becomes critical to examine children’s entry into, adjustment to, and success in their earliest years of primary school—in other words, children’s transition to school. This paper explores the notions of transition and readiness in international contexts, with a focus on the Majority world. It considers children’s readiness for school, schools’ readiness for children, and the challenges around both. Examples of policies and programs that appear promising in supporting children’s successful transition are highlighted. As part of this, the paper draws upon the experiences and lessons learned of the Aga Khan Foundation (AKF) in early child development and school improvement efforts in the Majority world. Lastly, implications for policy and practice are explored.

View here: http://www.psych.utah.edu/people/people/fogel/jdp/journals/5/journal05-04.pdf

The social construction of school readiness

by Sadaf Shallwani

Shallwani, S. (March, 2009). The social construction of school readiness. Paper presented at the Annual Conference of the Comparative and International Education Society, Charleston.

In the mainstream discourse on child development and education, ’school readiness’ has been conceptualized as the... more In the mainstream discourse on child development and education, ’school readiness’ has been conceptualized as the skills and knowledge that children need when they enter school in order to learn effectively in the school environment. However, school readiness is an idea which is entwined with our beliefs about child development and child needs (E. Graue, 1992). Indeed, the mainstream conceptualization and operationalization of school readiness is grounded in particular values and beliefs about the nature of child development, ideas about vulnerability and competence, and the characteristics deemed valuable in a particular society. In this way, social context determines the focus of school readiness, what is valued, what is assessed, and what resources and supports are identified as needed. This paper critically reviews the literature on school readiness, examining the cultural assumptions underlying the mainstream discourse, and exploring the social construction of school readiness. Although the alternative discourse on school readiness is scant at best, literature in related areas is examined to explore how school readiness might be alternately conceptualized in different socio-cultural contexts. Larger theoretical discussions of universalism versus cultural relativism and social construction are also explored.

View here: http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED529814

HIghly Able Children in the Early Years

by Margaret Sutherland

The report considers the needs of young highly able learners and reports on work that was undertaken in Scottish nursery schools and classes.

SNAP staff visited the nurseries over a period of three months. During this time they worked
directly with staff... more SNAP staff visited the nurseries over a period of three months. During this time they worked
directly with staff and children and interviewed staff about the work carried out in each of the
establishments.
This report offers examples of good practice for all children including highly able children, which we
encountered in the nurseries. It also provides a series of anonymized case studies based on highly
able children we worked with during the project, which may prove useful in thinking about
identification in your own setting. We also provide some suggestions for addressing the needs of
highly able children in this section. During our discussions with staff a number of common
themes/concerns emerged, these are highlighted later in this report. And finally the report
concludes with a series of resources and activities that SNAP has collated and developed in this,
and previous, work which may be useful to early years practitioners.

Investigating the Relationships of School Readiness Indicators and Student Achievement Outcomes

by Chris Conley

Early Years Evidence Review - Assessing the outcomes of early years music making

by Douglas Lonie

A systematic review of published research on the effects of early year’s music making was carried out to update Youth... more A systematic review of published research on the effects of early year’s music making was carried out to update Youth Music’s strategic focus. Studies published between 1999 and 2009 were included and a search of gray literature was also conducted. This resulted in 17 published articles relating specifically to outcomes of music making and musical exposure in the early years. A second phase of the research studied Youth Music project and programme evaluations in order to identify further evidence of outcomes for music making in the early years.

The published research was reviewed in four sections; music perception, musical behaviour, parent-child communication, and transfer effects. The studies concerning musical perception indicated that children have sophisticated musical understanding and engagement skills from an early age and that delivery of music making should be designed with this in mind. The section on musical behaviour showed how music was often integrated with other tasks and that pre-school children develop tastes and preferences determining their musical choices and actions. Research also indicated many benefits from music making for parent-child communication. Further research showed how music making in the early years can lead to developments in phonological awareness and brain development that has been linked to improvements in reading and language skills.

The evidence provided in Youth Music project evaluations indicated several other important outcomes. Reports focused on an increase in musical confidence and improvements in language and integration for children with English as a second language. In addition, many reports highlighted how music making was often most successful when integrated with other arts and that many organisations had developed music based learning resources as a consequence of funding.

An issue raised by the findings was the relative lack of published research relating specifically to early years music making. Similarly, the difference in outcomes reported in published literature from those reported by funded projects suggests that further empirical research could be better integrated into delivery contexts (perhaps as action research). A lack of formal training opportunities for music leaders and early year’s workers was also recognised and highlighted as a priority for ensuring quality and consistency within the sector. The document also emphasises a need for wider discussion around the funding structures and requirements for early years music making.

The evidence review has provided a timely point of reflection in the midst of Youth Music’s strategic development and there are a number of points of action that can be taken forward. More importantly the document raises key questions and issues for discussion which can be developed within sector wide consultation.

Eagle, S. (2012) Learning in the Early Years: social interactions around picturebooks and digital technologies. Computers & Education, 59, 1, pp 38–49

by Sarah Eagle

This paper develops an approach to thinking about young children, digital technologies and learning, drawing on... more This paper develops an approach to thinking about young children, digital technologies and learning, drawing on research literature that relates children’s learning to the use of books, and on literature that discusses the nature of interaction between adults and children and its relationship to children’s learning. An analysis is given of parents and children using devices marketed as supporting young children’s learning, identifying, within the interactions that take place, the adult’s conception of appropriate use, and showing how this influences the nature of adult-child interaction. The findings are then related to literature on social interaction and learning, and discussed in relation to the assumptions that underpin the design of the devices used. The paper suggests that the artefact can influence adult-child interaction via a conception of appropriate use, which relates to traditions or practices with which the adult is familiar but also to the design features of the artefact. It suggests that it may be time to rethink the design of technologies to support young children’s learning.

Renold, E. and Mellor, D. (2012) Deleuze and Guatarri in the Nursery: towards a multi-sensory mapping of young gendered/sex/ual becomings

by Emma Renold

This is a forthcoming chapter in:

Coleman, R. and Ringrose, J. (2012) Deleuze and Research Methodologies. Edinburgh, Edinburgh University Press.

Quality teaching early foundations: Best evidence synthesis

by Sarah Farquhar

Report of a review of research carried out for the Ministry of Education and the characteristics of early years... more Report of a review of research carried out for the Ministry of Education and the characteristics of early years quality teaching linked to positive child outcomes

The Perspectives of Young Men and Their Teenage Partners on Maternity and Health Services During Pregnancy and Early Parenthood

by Pete Seaman

Nicola Ross, Stephanie Church, Malcolm Hill, Pete Seaman and Tom Roberts

This study discusses young couples’ interactions with maternity and health services paying particular attention to... more This study discusses young couples’ interactions with maternity and health services paying particular attention to men’s perspectives. Findings are based on research conducted in Scotland with men (aged 16–25) and their teenage partners (aged 16–19). Most young men were very involved in their child’s life and provided support and care to their partner during pregnancy and in early parenthood. Men often felt excluded or judged when accessing services, although positive experiences were reported too. The study discusses ways in which maternity and health services can be better attuned to meet the needs of young couples and be inclusive of men.

Preschool overweight and obesity in England

by Dr Sally Robinson

Health Education (2009) 109 (6), 505-521

Purpose – This paper aims to provide a summary of current policy and research related to pre-school overweight and... more Purpose – This paper aims to provide a summary of current policy and research related to pre-school overweight and obesity, and to provide a rationale for why early years settings are being placed at the forefront of strategies to address the problem.

Design/methodology/approach – The paper is based on a narrative review of current research,policy and practice.

Findings – Today 22.9 per cent of four and five year olds are overweight or obese. The Healthy Weight, Healthy Lives strategy is a cross-government initiative, which aims to make England the first major country to reverse the obesity epidemic. The pre-school period represents a critical time for interventions, which could prevent excess weight gain and its associated physical and psychological damage to health.

Practical implications – Practitioners in early years settings have a significant contribution to make to promoting the healthy weight of children.

Originality/value – Concerns about overweight in childhood have received much attention. This paper seeks to raise awareness of the importance of the pre-school period, and to provide a useful
review of current research, policy and sources of support for those who are best placed to address the issue.

Keywords Children (age groups), Obesity, England, Health education

Paper type General review

Faulkner, Dorothy (2011). Angels, tooth fairies and ghosts: thinking creatively in an early years classroom. In: Faulkner, Dorothy and Coates, Elizabeth eds. Exploring Children's Creative Narratives. Abingdon: Routledge, pp. 39–62.

by Dorothy Faulkner

This chapter offers an evaluation and interpretation of the creative thinking and collaboration that took place in a... more This chapter offers an evaluation and interpretation of the creative thinking and collaboration that took place in a class of five year olds in an English primary school during the academic year 2004–05. This school was committed to developing itself as a creative learning community by participating in a creativity-training programme, Synectics, more usually employed in an adult business context. This school wanted to develop its capacity for creative teaching and learning. This intent was in tune with national and international developments in education where strenuous efforts were being made to extend the reach of creative education which had for a long time been more or less exclusively associated with the arts. The chapter offers an outline of these developments to set the research in context. The research described is a case study and second phase of an evaluation of the project EXCITE! (Excellence, Creativity and Innovation in Teaching and Education) and was carried out by researchers from the Open University. Previous research suggests that when children first start school, they are already competent creative thinkers and storytellers and that both creative and narrative modes of thinking involve abductive rather than deductive inferential reasoning. It is argued that although children may need training in paradigmatic (deductive) modes of thought, they do not necessarily need further training in narrative modes of thought. The examples of young children’s thinking discussed in chapter support this argument. The Synectics creativity-training programme does not claim to ‘teach’ creative thinking per se. The evidence presented suggests that when teachers use Synectics tools and techniques to inform practice, these allow them to create a positive, emotional climate that allows young children to use analogy and metaphor to construct creative explanations and narratives through collaborative discussion.

A critical review of research and literature exploring the relationship of the child with the natural world.

by Rowena Kenny

This critical review analysing current research and literature exploring the relationship of the child with the... more This critical review analysing current research and literature exploring the relationship of the child with the natural world. Tracing an evolutionary and historical context, the reviewer explores how this relationship has changed in Western industrialised culture. Following an exploration of relevant child development theory, Ecopsychology and Biofilia, the reviewer investigates the evidence of growing dissociation of children from the natural environment. The reviewer explores the tension experienced for young children between their biological drives and the socio political context of modern culture. The reviewer concludes with an analysis of the theory of Nature Deficit Disorder which investigates a possible link between reduced opportunities for children to access nature and increasing levels of mental ill health and obesity. This theory provides a compelling case of the need for the ‘renaturing’ of childhood and calls for urgent further research to investigate the impact on well being and development of a ‘denatured childhood’

Hatching babies and stork deliveries: Risk and regulation in the construction of children’s sexual knowledge

by Cristyn Davies

Co-authored with Kerry Robinson. Contemporary Issues in Early Childhood, Volume 11, Number 3, 2010, pp.249-262.

Children’s access to sexual knowledge has always been considered ‘risky’ and controversial due to the fraught... more Children’s access to sexual knowledge has always been considered ‘risky’ and controversial due to the fraught relationship between childhood and sexuality. Based on focus groups with children and their parents, the authors explore the relationship between risk and regulation associated with providing children with accurate knowledge about sexuality. Two main issues are examined: parents’ anxieties associated with educating their children about sexuality; and how children actively build narratives around relationships and sexual knowledge based on the fragments of information available to them. The authors argue that dominant constructions of childhood and childhood innocence negate the effective education of children around sexuality, gender and ethical relationships. Additionally, they examine the tensions that exist for many parents around the discourse of child protection and the ways in which this impacts on their education of young children about sexual matters.

The place of narrative in the early years curriculum: how the tale unfolds, Peter Baldock, London, Routledge – Taylor and Francis Group, 2006, 131 pp., ISBN 0 415 38461 3 - Book Review

by Dorothy Faulkner

faulkner, D. 'International Journal of Early Years Education'
Vol. 16, No. 1, March 2008, 85–97

Copy available on request

In The Place of Narrative in the Early Years Curriculum, Peter Baldock draws extensively on psychological research to... more In The Place of Narrative in the Early Years Curriculum, Peter Baldock draws extensively on psychological research to illustrate the many ways in which narrative competence (the ability to understand and construct stories) develops between the ages of two to six years. He argues persuasively that it is important for adults to understand these processes fully if they are to create opportunities for developing this competence, and the book contains several chapters that outline how these opportunities can be created in pre-school settings. Baldock's central theme is that narrative competence 'is an aspect of child development that is often underestimated but is of critical importance in curriculum planning, particularly at the Foundation Stage (the stage for children aged three to five in the British education system)' (1). Throughout the book, he presents convincing evidence that the relationship between the development of narrative competence and the development of linguistic competence is not simple. In other words, it is mistaken to assume that children who have well-developed speech and communication strategies will also have a well-developed ability to understand and construct stories. For this reason, educators and other adults involved with small children need to consider how to nurture narrative competence in its own right as well as providing an environment that fosters language development more generally.

I CAN's Early Talk Programme: Independent evaluation of the impact of Early Talk on addressing speech, communication & language needs in Sure Start Children's Centre settings

by Liz Coleyshaw

This qualitative evaluation of the I Can Early Talk programme at supportive level was commissioned by the DCSF, now... more This qualitative evaluation of the I Can Early Talk programme at supportive level was commissioned by the DCSF, now the Department for Education (DfE). The research was conducted by the Centre for Developmental and Applied Research in Education (CeDARE) at the University of Wolverhampton in 14 Sure Start Children’s Centres in England in 2010, focusing on children aged 3 to 4 years old.

The research aimed to provide impartial evidence of how the ET programme has influenced staff and enhanced their ability to provide high quality speech, language and communication support for pre-school children in children’s centres settings.

It also explores how the ET programme meets the needs of diverse groups of children; integrates parent/carer and other perceptions of the ET programme in the evaluation; and integrates perceptions of the accreditation process of the ET programme to identify overlaps and gaps in provision.

Longitudinal study of the impact and role of Early Years Professional Status.

by Liz Coleyshaw

This article reports on one of CeDAREs current projects and findings to date.

This ongoing longitudinal study is commissioned by Children's Workforce Development Council (CWDC) to evaluate the... more This ongoing longitudinal study is commissioned by Children's Workforce Development Council (CWDC) to evaluate the role and impact of Early Years Professional Status. The research is a three-year investigation of the role and impact of Early Years Professionals on their settings and on practitioners' career development and aspirations through two national surveys of EYPs and case studies based in 30 early years settings across England.

Information Sources for Childcare on the Web

by David Renfree

Published in the FreePint newsletter, 2004.

This article highlights some of the quality information sources available to professionals working in childcare in the... more This article highlights some of the quality information sources available to professionals working in childcare in the UK, and also examines international websites that provide an insight into child welfare around the world.