Helen Bilton

The type and frequency of interactions that occur between staff and children outside in Early Years Foundation Stage settings during a fixed playtime period when there are tricycles available

This study reports on an investigation into adult and child interactions observed in the outdoor play environment in four Local Authority early years foundation stage settings in England. In this instance the common two features across the settings were the presence of tricycles and a timetabled outdoor play period. In total, across the four schools, there were 204 children. The study aimed to gain an understanding of the nature of the dialogues between staff and children, that is, the types of exchange that occurred when either the child approached an adult or the adult approached a child. The most frequent type of utterance was also analysed. The study concludes that adults in these settings spoke more than children and the greatest type of utterance was that of the adult about domestic matters. When the child initiated the conversation there were more extended child utterances than domestic utterances. This may suggest that children wish to be involved in conversations of depth and meaning and that staff need to become aware of how to develop this conversational language with children.

The nursery class garden ‐‐ problems associated with working in the outdoor environment and their possible solutions

All nurseries have a space outside the classroom, whether it be called the garden, outdoor area, playground or yard. A newly established nursery will be expected to provide a fenced area next the classroom. Nursery gardens may vary in size and layout. Some have tarmac, some grass, some have both. Some have a big fence, others a low one. Toys and equipment will be provided to use in this area. Early years practitioners view the garden as central to childrens learning. But actually how are these gardens different and does this affect the work within the area? What actually has to be considered when setting up the garden area? What do the staff perceive as its function and the problems associated with using this environment? Are these problems surmountable? This paper sets out to explore these issues, focusing on three nursery classes in Berkshire. The conclusions drawn, suggest that there are many practical issues which have to be addressed for a nursery environment to be effective. That at the planning an...

Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach

Abstract This paper examines the potential of outdoor learning for supporting children’s understanding of and attitude towards history. A class of primary school children participated in an intensive experiential, residential history programme. A range of data was collected before, during and after the residential programme, and the findings suggest that the experience had a positive impact on the children’s attitude towards history and enabled many of the children to be able to easily recall highly specific factual knowledge. However, the children’s understanding of history as a provisional construct was not developed, as it was not a strong feature of the programme. Nor was the experiential nature of the experience fully exploited. Overall the study suggests that such a programme has the potential to support children’s learning of the past, but a deeper understanding of history, drawing on the benefits of outdoor learning pedagogy, needs to be planned for more explicitly.

The Use of the Computer in Nursery Schools and Classes

This paper (describes a questionnaire survey and analysis of the level of use of the computer in 65 nursery classes and schools in one county. From the data collected the majority of the nurseries had a computer, the children to computer ratio was high, only the basic equipment was available and the staff were trained (but often not to a level they would have liked). There were a number of institutions that did not possess a computer.

Morning and Afternoon Sessions in the Nursery, Do They Have Equal Status? With Particular Reference to Storytime.

Abstract The majority of state nursery education in the United Kingdom is part‐time. Although there are exceptions this usually means that children attend either in the morning or afternoon. The format of the afternoon session can often resemble the morning session, offering similar activities. This paper sets out to examine the comparative quality of experience for children attending part‐time nursery at different times of the day. It looks particularly at storytime, when the whole group of children is brought together to share a story. The findings suggest the two sessions are not of equal value to the children, that children may not be performing as well in the afternoon and that the traditional group storytime may not be as effective for the afternoon children. This type of storytime may need to be adapted/changed to match the needs of the particular group of children, taking into consideration performance during the day. Finally, suggestions are given for other ways to ensure children have worthwhile...

Under fives in compulsory schooling, 1908 and 1988. How far have we come?

Since the Education Act of 1870 it has been compulsory for children to start attending school after their fifth birthday. However, there have always been children below the age of five in lesser and greater numbers attending school. This paper examines the conditions for under fives in school, both at the beginning of the century and now and compares the findings and recommendations of Government Reports. Significant is the similarity of conditions, findings and recommendations from 1908 and 1988 and a concensus as to the needs of children aged three and four. At both times nursery education is put forward as the most appropriate form of education for under fives. Given this consensus of opinion it is suggested that compulsory nursery education for four year olds is necessary.