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