Early Years Programme: Key Issues/ Questions for Discussion
Key Issues/Questions
Overarching Principles
1. i. What are the underlying philosophies/
research/themes/ principles upon which
we are working?
ii. What do each of the hubs currently
use? Can we synthesise/collaborate?
2. What is the best way for these to be
worked through, agreed and
understood?
Thoughts
1. Different approaches or synthesised?
EYFS govt documentation, Reggio
Emilia, Montessori
2. The place/perceptions of the child – our
view of the child as a learner affects
how we plan the programme – which
research/philosophy are we in line
with?
3. The role/perceptions of the adult – as
above
4. The role of play and child-initiated
activity – as above
5. The role of school – children being
‘school ready’ or the school being ‘child
ready’.
6. Beliefs on child development & brain
development? (Gender/Culture)
7. How children learn?
8. What are the key features of high
quality EY settings?
9. Central role of communication?
1. Clear statements drawn from reading as
to what key research/principles are to
focus discussion and agreement.
2. Need for this clarity as it affects all
elements of the programme and why it
is done this way.
3. In planning documents the key
themes/principles to be outlined at the
beginning so that explicit connections
are always being made.
Possible Resources
i.
Julie Fisher: Starting from the Child
2013 Line of research from
PiagetVygotsky Bruner
Donaldson/Anne Meade Mercer
Wood etc
ii.
Reggio Emilia – Loris Malaguzzi The
Hundred Languages of Children
iii.
Montessori Foundation
iv.
Rudolf Steiner foundation
v.
Froebel Institute
vi.
Te Whariki – NZ Early Learning
Framework
vii.
Belonging, being & becoming –
Australia EY Framework
viii.
NFER – EY special interest group
ix.
BERA – Literary review (2003 – is there
an update as this is comprehensive? –
Janet Georgeson Plymouth is
convenor of EYSIG)
x.
Brain development Donald Hebb,
John Geake (Gopnik- babies thinking)
Possible Thinkpieces:
Kathy Sylva The role of families and pre-school in
educational disadvantage (Oxford Review of
Education , 1024 Vol. 40. No. 6). – Executive self
regulation and future imaginings
Ingrid Samuelson The Playing Learning Child:
Towards a pedagogy of Early Childhood
(Scandinavian Journal of Educational Research 208
p 623-641 – argues for ‘developmental pedagogy –
where children’s awareness is directed
Karen McInnes et al Differences in practitioners
understanding of play and how this influences
pedagogy and children’s perceptions of play
Early Years Journal Vol 31 2011 Issue2 – useful
contrasting A & B context in approaches taken to
play and particularly the language used.
Christine Stephens Pedagogy the silent partner in
early years learning Early Years Journal 2010 –
argues that there is a need for practitioners to
articulate and formulate pedagogical practice
where govt has made changes and tensions arise.
Elizabeth Ann Wood Free Choice and Free Play in
Early Childhood Education – troubling the
discourse International Journal of EY Educn 2014 –
helpful discussion of gender/socioeconomic/cultural backgrounds influencing play
aswell as some of the difficulties with play
confronted – why children are left out/when
children want to interact/not, power relationships,
frustrations
3. How will these be best translated into
the course so that they are
i.
Embedded
1. Need for cognitive challenges to be
inherent within course so that different
perspectives are explicit and Trainees
Glenda Walsh : Playful structure : a novel image of
EY pedagogy for primary school classrooms Early
Years Vol 31 2011 Issue 2 p 107-119 – very helpful
look at practitioners need for ‘playfulness’ and the
impact that this has on children and their
perceptions
Use of some of the key questions from Julie
Fisher’s chapter ends but also the reflective
chapter.
Use of thinkpieces to challenge thinking.
ii.
Explicitly understood by all
tutors and trainees?
know they are making choices based on
best practice research.
2. Overarching document outlining key
ideas and principles with referenced
research.
Assignment based around play – much debate and
needs to be a fundamental aspect of their view of
them as a teacher?
4.Working through/resolving current tensions:
i.
ii.
iii.
iv.
Curriculum coverage v. starting from
the child
Assessment & progress v. child’s
natural /own time development &
longer term learning foundations
How children learn – teacher led v
child led
The impacts of
culture/change/schooling/parenting
v. govt ‘standards/normalisation’
The Language of Early Years Practice
1. Research shows that way language is
used has an impact on how children view
their learning ((McInnes et al)
i.
What are the words that we wish
to use – for children?
ii.
For Trainees?
Central Taught Elements – a Scaffold
1. What is the best scaffold/foundation to
use?
1. EYFS – 3 characteristics of effective
learning/17 early learning goal
descriptors?
2. Mixture of Professional/Teaching
Standards/ Child Learning
i.
Professional studies
Child Development
Role of family/attachment
1. EY Framework – but for how long will this
be current(July 2017) – what will replace it
if anything?
2. Do we need to establish our own
programme and the connections between
each element?
Learning
behaviours/dispositions
Inclusion/SEND
Diversity
ii.
iii.
Pedagogical Approaches
(taught throughout other
subjects or explicitly taught?)
Observation
Communicating with children
Relational
(Incl Phatics, questions,
statements, listening,
body/facial language)
Modelling
Framing
Agency
Bridging?
Creativity
Planning
Assessment (woven through?)
Theories of Mind
How do we teach executive
skills/future imaginings
EY ‘Curriculum’ (but is part of
our view connected learning –
how might this structure
prevent this?)
Prime Areas
a) Communication & language
development
b) Physical development
c) PSED
Specific Areas of Learning
&ELGs
3. The research seems ‘light’ on examples
and practical pedagogy – are there
additional places we can look –
Tony Eaude – Thinking through pedagogy
for Primary and EY 2011
Shirley Allen – Supporting Pedagogy and
Practice in EY settings 2010
Or do we develop our own? (perhaps to
add to the Julie Fisher triangle:
d) Literacy
e) Mathematics
f) Understanding of the World
g) Expressive Arts and Design
3. Radical Design – starting from the child
and working from there so we are
modelling the practice for Trainees
(and government!)?
2. Who will do CBT?
Hub Elements
1. Which elements of the course are best
taught through the hub days?
2. Which is the best logical/ developmental
order?
School Based Programme
1. What are the key SB tasks that can be set
as gap tasks linked to the core
programme?
2. Is there a logical developmental order
for these to be done in once identified?
Key Pedagogical Practices
1. How linked to School BT/Centre BT
2. Is there a body of examples/videos etc
that we can access to model high
quality?
1. In the light of the above some theory
about a particular pedagogical
approach/es followed by its observation
and then practice by the Trainees?
Assignments
1. Need to change from current format – if
so
2. New assignment
Course calendar & Teaching Practices
1. Is the current cycle fit for purpose?
2. Need to ensure KS1 is also centred
within programme
Assessment and Moderation Of Trainees
1. Are the current forms appropriate esp
lesson observation? Eg sufficient on
quality and range of ‘interactions’
2. Is the current tracking system fit for
purpose?
QA Processes
1. Are the current processes fit for
purpose?
1. Inclusion assignment – tricky
‘intervention’ whereas what are we
saying about play?
2. Maths assignment – ok teacher led but
does an understanding of play need to
come first? Would be set in KS1 class
3. Integrated project – ok in KS1 class
4. Phonics – could be ok but is play a
better option?
A discussion/literature on the research around
play? – better later on as a Masters
assignment?
2. Is there a training need on observing
high quality EY practice?
Selection and Training of Core Tutors/ SBTs and Class Teachers
1. Guidance needed?
2. Placement schools required – criteria?
Interview & Marketing Processes
1. Does this need to alter? Are there
additional things we are looking for?
Pre-Course Tasks & Course Reading
1. Which gives the best preparation?
2. What are the key tasks that will begin
challenging their thinking and practice?
Resources
1. People
2. Video?
3. Practical?
4. Settings?
5. Demonstrations?
6. Text books/key articles