GIVING EARLY LEVEL TEACHERS VOICEGrace Paton
University of the West of Scotland
1st TEAN Annual Conference
Friday 21st May
THE CONTEXT FOR EARLY YEARS EDUCATION-THE DISTINCTIVE WESTERN FEATURES - STEPHEN(2006) a focus on individual development an emphasis on child-initiated not adult-
directed learning learning is co-constructed with adults and
peers children are active agents not passive
recipients a view of children as competent learners
rather than immature adults listening to and respecting children and their
choices learning is shaped by context and community.
THE CONTEXT FOR EARLY YEARS EDUCATION-THE DISTINCTIVE WESTERN FEATURES - STEPHEN(2006)
areas of learning to structure the curriculum rather than subjects/disciplines
general agreement on the areas of development to be addressed:
social and emotional cultural, aesthetic and creative physical environmental language, literacy and numeracy.
THE SCOTTISH CONTEXT- CURRICULUM REFORM
Previous Framework Reformed framework
A Curriculum Framework for Children 3-5(1999)
Curriculum for Excellent (CfE) Early levelCovers age range 3-6 years(2004-present)
5 developmental areas ( Key Aspects)
8 curricular areas
66 learning features – plain English
145 outcomes and experiences – elaborate language
Vital contribution of pre-school-develop and broaden learning experiences- confident, eager and enthusiastic learners -looking forward to school
4 purposes- successful learners, confident individuals, responsible citizens, effective contributors
Assessment is for Learning Principles – recorded in profiles matched to the 5 developmental areas
AIFL principles + A Framework for assessment to support the purposes of learning 3-18
A FRAMEWORK FOR ASSESSMENT TO SUPPORT THE PURPOSES OF LEARNING 3-18
assess knowledge and understanding, skills, attributes and capabilities
assessment will place greater emphasis on literacy and numeracy across the curriculum, health and well being, ICT and higher order skills, including creativity
secure learning and progression requires enriching and reinforcing of learning experiences
ASSESSMENT EXEMPLARS( IN PROGRESS ACCESSED 24/4/10)
24 examples for early level -12 making reference to pre-school practice
4 randomly selected examples, all adult directed, formal learning situations
Observations about weather Exploring numbers through stories and
games Practise how to do woodwork safely Express feelings through art
MIXED MESSAGES
This will mean extending the approaches which are used in pre-school into the early years of primary, emphasising the importance of opportunities for children to learn through purposeful, well-planned play
( CfE, Ministerial Response, 2004)
.Another consistent theme running through thinking about young children's learning is the positive value of play. However, it should be noted that the efficacy of play as a medium for learning is more often asserted than evidenced and our understanding of the role of play is limited. ( Stephen, 2006)
MIXED MESSAGES
Aspects for Improvement....Staff Interaction with children which extends and challenges children’s learning ( HMIE, 2009)
Active learning is learning which engages and challenges children’s thinking using real life and imaginary situations. It takes full advantage of opportunities for learning through spontaneous play, planned purposeful play, investigating and exploring, life events and experiences and focused learning, supported when necessary through sensitive adult interaction to support and extend play ( Scottish Executive, 2007)
THEORY ,POLICY, PRACTICE
The socio-cultural paradigm involves both children and teachers working together towards the upper end of their zones of proximal development ( ZPDs) as they co- construct meaning in higher order thinking ( Vygotsky, 1926) . Two terms which have become associated with working in the socio-cultural paradigm are “scaffolding” and “co- construction”... Both terms can be related to teacher- child interaction ( Jordan 2004)
We have found that practitioners endorsed active learning pedagogical rhetoric....but the reality of children’s learning experiences was varied and there was not always evidence of the degree of pedagogic awareness on the part of practitioners ( all with teacher education qualifications) that might be expected ( Stephen , 2010)
STUDENTS DEVELOPING A PROFESSIONAL VOICE
Iterative construction of professional knowledge
Development of skills and justification of their pedagogy
Opportunity to develop and articulate professional values
Motivation and skill to act appropriately on professional values
ITERATIVE CONSTRUCTING PROFESSIONAL KNOWLEDGE
Engagement with relevant theoretical perspectives
Using the knowledge to critically examine practice
Having opportunities to engage in discussion with colleagues
RESOURCES FOR LEARNING TRIANGLE ( ROLAND, 2000 IN BOLTON, 2005)
The public context-knowledge from different
disciplines
The shared context-knowledge of the present student learning process
The personal context-knowledge from different
personal experiences, reflection
Developmental psychology, early childhood pedagogy , childhood and family studies, government
guidance on early childhood practice
Private and individual, questioning and reflecting,
reflexive acknowledging own attitudes and values-e.g.
Provision for play and active learning
Tutor valuing and respecting learners, feedback ,evaluation of
the learning experience by students, expectation of tutor
action
THE RESEARCH - THE TWO COHORTS OF ITE STUDENTS
3rd placement 4 week placement 80 hours lecturer contact ( 6
weeks) Traditional approach to
student learning:- Year group lectures, seminars , workshops.
Minimal contact between university and placement
Assessment- discursive essay on approaches to learning and teaching in pre-school, drawing on placement experience.
I st. placement 3 week placement 32 hours lecturer contact ( 2weeks)
A group collaborative learning task, to foster individual and group learning around early childhood pedagogy and Scottish Government policy, supplemented by some lectures and workshops and outdoor learning experience
Minimal contact between university and placement
Assessment- reflective statement on own ability to promote active learning
Bachelor of Education( Hons)- Year 3 of 4 year course
Professional Graduate Diploma in Education(Primary) - 1 year course
STUDENT EVALUATIONS OF THE LEARNING EXPERIENCE
Focus groups- minimal direction- conducted after placement
Standard module evaluation form
Very positive evaluation of course as a preparation for placement- enjoyed placement
Assessment inappropriate- need to assess student work in placement more consistently
Class evaluation( 25)– with focused discussion topics- conducted before placement
Standard Module evaluation form – after placement
Very positive about peer group learning , outdoor learning, workshops, set reading
Less positive about lack of time available for tutor conducted seminars
Enjoyed placement -Would prefer a placement based assessment
B Ed. 3 PDGE(P)
SOME B.ED. QUOTATIONS
“Books published by people who have researched, nothing to do with government. You get a lot from that, even from people who are American…you can get an idea of something you can put into your own practice”
“ He said a ghost.. I brought in pens, sheets and gave them choice.. so what do you think we should do… so it was very child led.”
The nursery has a health promotion day … and they were getting bags with different types of toys…they could get involved with the child at home”
SOME B.ED. QUOTATIONS
We had an HMI visit…one of the things they picked up on was there wasn’t enough photographs of the children. You could say you you’ve got enough observation notes.”
“ To be called a professional you have to constantly evaluate and reflect on your work”
“I think you continue to develop as well, going on courses and finding out what’s available and trying to develop your own skills.”
SOME PDGE(P) QUOTATIONS
“This method worked well. Good way of gaining new information. Reinforces own learning and discussion and raises different points”
“Good to hear about active learning in practice. Effective to hear about how CfE is being used in settings”
“ More feedback from tutors on discussion of tasks would have been invaluable”
SOME PDGE(P) QUOTATIONS
“ Interesting. Good hands on approach. Felt more comfortable than sitting in a lecture theatre” ( Workshops)
“ Very good. Gave lots of practical ideas”
( Outdoor learning) “More opportunities for outdoor
learning. Each subject , a session outdoors”
FINDING PROFESSIONAL VOICE
Opportunity to evaluate after placement
Adequate time to assimilate ideas
Opportunity to discuss pedagogy to consolidate understanding
Discussion and written assessments indicated developing criticality and personal values
Evaluation prior to placement
Limited time for assimilation of knowledge and skill development
Many students were focused on subjects / disciplines rather than developmental aspects
The assessment indicated the students tended not to subject government guidance to critical reflection
BEd 3 – Some success PDGE (P) - unsuccessful
ELEMENTS WHICH FACILITATE DEVELOPMENT OF PROFESSIONAL VOICE
Opportunity to read, assimilate and discuss relevant literature and research
Open discussion around pedagogy and with more experienced colleagues ( Placement and university)
Opportunity to develop practice skill over time
Opportunity to discover own professional values which inform pedagogy
BARRIERS TO DEVELOPMENT OF PROFESSIONAL VOICE
The proportion of time allocated to early childhood education ( on campus and in placement) is inadequate
Partnership between university lecturers and placement mentors is underdeveloped
Greater priority needs to be given to developing student criticality and allowing students to express professional values
IMPLICATIONS FOR SCOTTISH ITE PRACTICE
CPD to critically examine current curriculum guidance proposals and strengthen University/placement partnership
A clear message from the Scottish government on the role of the teacher in pre-school
Evaluation of current pilot of an ITE and a CPD qualification focusing on birth to six age range
Reform of ITE (currently under review) which takes account of the above
REFERENCES Bolton. G. ( 2005) Reflective Practice. Writing and Professional
Development. 2nd edition. Los Angeles, London, New Delhi, Singapore. Sage Publications.
Jordan, B (2004) “ Scaffolding learning and co- constructing understandings” in Anning, A. et.al. Early Childhood Education. Society and Culture. London, Thousand Oaks, New Delhi . Sage Publications
HMIE (2009) Improving Scottish Education. A Report by HMIE on Inspection and Review 2005-2008. Edinburgh
Scottish Office ( 1999) A Curriculum Framework for Children 3-5 Scottish Executive (2004) Curriculum for Excellence . Ministerial
Response Scottish Executive( 2007) Building the Curriculum 2. Active Learning
in the Early Years Scottish Government ( 2010) Building the Curriculum 5. A Framework
for Assessment Stephen, C (2006) Early Years Education: Perspectives from a Review
of the International Literature Edinburgh. SEED Stephen, C (2010) Pedagogy: The silent partner in early years learning.
Early Years Vol. 30: 1, 15-28