K McInnes

Differences in practitioners’ understanding of play and how this influences pedagogy and children’s perceptions of play

This paper presents research that examines the links between practitioners’ understanding of play and its relationship to learning, their pedagogic interactions with children and children’s own perceptions of their play. Previous research has shown a mismatch between practitioners’ understanding of play and their practice. This research identifies how differences in understanding of play, especially the role of the adult, by practitioners in two unrelated settings are associated with variation in pedagogic interactions emphasising choice and control. Furthermore, it is argued that these differences are reflected in differences in children’s use of the cue of adult presence as a defining feature of play and not-play activities.

The nature of adult–child interaction in the early years classroom: Implications for children's perceptions of play and subsequent learning behaviour

Within early childhood education, play is central to teaching and learning but it is considered difficult to define and traditionally definitions have been based on adult perceptions of the observable play act. However, play may be most beneficial when it is considered as an approach to a task, and based on a definition of play from the childs perspective. Previous studies have revealed that children define play using cues within their environment and one critical cue is adult presence: Children appear to be less likely to define and approach an activity as play if an adult is present. It is hypothesised that the way adults interact with children may have an effect on childrens use of this cue. This study examines adult–child interactions in early years classrooms to identify factors related to childrens use of this cue. Findings suggest that issues of control and choice communicated via open questions, and exchanges based on mutual understanding and shared control might be central to this. It is proposed that this style of adult–child interaction needs to be developed in order to co-construct a play-based curriculum to maximise playfulness and hence learning.

What are the Educational Experiences of 4-Year-Olds? A comparative study of 4-year-olds in nursery and reception settings

In this paper the reality of educational experiences of 4-year-olds is explored across four different early years settings using a range of observation schedules and interview techniques. The impact of the National Literacy Strategy and National Numeracy Strategy on reception practice is compared to those settings not engaging with the formal aspects of these initiatives. The perceived impact of the Curriculum Guidance for the Foundation Stage is also examined and discussed. The study concludes that 4-year-olds in different types of settings appear to experience different educational realities for a number of reasons, which are discussed. How to minimise the differences between the different types of settings in order to achieve greater continuity and progression for 4-year-olds is considered.

Investigating and learning from toddler play in a children’s museum

ABSTRACT The play needs of under threes is an under-researched area. In this study, 100 parents and carers were surveyed regarding their visit to a children’s museum with a child under three. Using a play taxonomy and observation schedule devised for the study, 50 toddlers were also observed playing with the museum exhibits. The findings showed that whilst there were many reasons for the visit (including play), it was not with the purpose of learning. However on reflection, it was one of the perceived benefits. There were significant differences in types of play engaged in; younger toddlers engaged in more ego play and older toddlers engaged in more pretend and role play. Also, children enjoyed playing and learning with all exhibits despite being arranged for particular age groups. These findings and the tools used in the study will be of interest and use to early years educators and museum educators.

Attachment Aware Schools: working with families to enhance parental engagement and home-school relationships

Background:- Application of attachment theory in school contexts lacks empirical evidence. The Attachment Aware Schools pilot project was commissioned by two Local Authorities in England to improve the educational outcomes of Looked After Children, and to build an evidence base. Informed by attachment research, Attachment Aware Schools programs provide a coherent and integrated theoretical framework, discourse, and practice for all practitioners working with children and young people. Objective:- The primary focus was to provide whole school and targeted attachment-based strategies to support children’s well-being, behaviour, and academic attainment. This paper; however, documents a secondary objective, which was to facilitate collaborative partnerships with families. Method:- As part of the mixed methods approach to the Attachment Aware Schools project, a series of case studies were collected and thematically coded. The case studies were generated by practitioners using an outcomes-based framework. Results:- Although the case study sample size is small (N=10), the case studies presented here illustrate how Attachment Aware Schools programs can promote increased home-school engagement and shared practice between home and school. Outcomes include improved home-school relationships, reductions in behavioral incidents, and improved family dynamics. Conclusion:- Attachment Aware Schools can be a vehicle for facilitating supportive home-school collaborative partnerships with positive outcomes for vulnerable children and young people.