real conference may 2011 - presentation by peter hannon
DESCRIPTION
TRANSCRIPT
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ORIGINSAND
DESTINATIONS
Peter Hannon
School of Education
University of Sheffield, England
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About origins and destinations
Early literacy work with families
Research and development
Sheffield contribution since 1980sSheffield contribution since 1980s
Wider context – historically/nationally
What we have learned
Possible future directions
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Hundreds of families
Dozens of centres and schools
Practitioner-researchers
Collaborators
Practitioner-researchers
University colleagues
Cathy Nutbrown, Jo Weinberger, Angela Jackson,
Kath Hirst, Anne Morgan, Jackie Marsh,
and many others
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• Important to preserve a sense of history
• All practitioners/educators begin with an inheritance from previous generations
• Learning from what has gone before can help
Inheritance and legacy
• Learning from what has gone before can help practice today and tomorrow
• Action today can be a legacy for the future
• Too many ‘Year Zero’ approaches - early years policies introduced/imposed as if there was no previous relevant history
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What’s so important about literacy and the early years?
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Literacy important because . . .
• Written language intrinsic to functioning of modern society
• A necessary condition for liberty?
• Essential for most families’ incomes• Essential for most families’ incomes
• Essential for social inclusion
• A key to learning and curricular access
Negative as well as positive aspects?
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Early years important . . .
• Current schooling requires extensive use of literacy as early as possible
• Children can be turned on to literacy in preschool periodpreschool period
• Children can be turned off literacy in preschool period
• Preschool children curious about literacy as part of their environment
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Implications
• Assist, in developmentally appropriate ways, early literacy learning
• As most young children are in families (broadly defined), work with families(broadly defined), work with families
• Value out-of-school and pre-school learning
• Innovative good practice, linking learning in-school to out-of-school.
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What we need to developgood practice
Five requirements?
(In addition, of course, to funding)
1. Clear values and aims1. Clear values and aims
2. Theory
3. Reflective, critical practice
4. Evaluation
5. Progression in practice
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1. Clear values and aims
• Respect for families’ current literacy?
• Challenge primacy of school literacy?
• Reduction of literacy inequalities?• Reduction of literacy inequalities?
• Happier families?
• What are we trying to change? (If not sure, what on earth are we doing?)
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2. Theory“Nothing so practical as a good theory”
• Literacy is essentially social
• Literacy learning also social
• Becoming literate is about learning to use a • Becoming literate is about learning to use a
cultural tool, i.e., about learning a cultural
practice as well as a technical skill
• Family a prime site for children to acquire
cultural tools
=> Socio-cultural view of literacy learning
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A big questionHow do others help us learn?
Learning is essentially social.
Relatively little learning entirely individual
(and even that often turns out to be social (and even that often turns out to be social on closer inspection).
A socio-cultural theory of learning focuses on how groups (e.g., families) help individuals acquire cultural knowledge (e.g., of written language - literacy).
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One view of learning to read
“Reading is whole-task learning right from the
start. From first to last the child should be
invited to behave like a reader, and those who
want to help him [sic] should assume he can want to help him [sic] should assume he can
learn, and will learn, just as happened when he
began to talk.”
Meek (1982)
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Another view
“Reading is skilled behaviour and, like all skills,
it has to be taught from the bottom up, from the
simple parts to the complex whole. No one
would dream of asking a novice diver to attempt would dream of asking a novice diver to attempt
a difficult dive like a reverse jacknife. Nor would
one teach a beginning piano student to use all
ten fingers at the first piano lesson.”
McGuiness (1998)
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A classic statement of the socio-cultural view
“What the child can do in co-operation today he
can do alone tomorrow. Therefore the only
good kind of instruction is that which marches
ahead of development and leads it; it must be ahead of development and leads it; it must be
aimed not so much at the ripe as at the ripening
functions.”
Vygotsky (1986)
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Some characteristics Some characteristics Some characteristics Some characteristics of socioof socioof socioof socio----cultural learningcultural learningcultural learningcultural learning
OpportunitiesOpportunitiesOpportunitiesOpportunities No opportunities, no learning – may require
LEARNERSLEARNERSLEARNERSLEARNERSBENEFIT BENEFIT BENEFIT BENEFIT
FROMFROMFROMFROM
OpportunitiesOpportunitiesOpportunitiesOpportunities No opportunities, no learning – may require materials, situations, permission, practice.
RecognitionRecognitionRecognitionRecognition Other people provide feedback and encouragement
InteractionInteractionInteractionInteraction Wide range possible – from facilitation (scaffolding) to instruction
ModelModelModelModel Seeing how others do things; wanting to be like them.
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Unpicking early literacy Unpicking early literacy Unpicking early literacy Unpicking early literacy developmentdevelopmentdevelopmentdevelopment
SOME EARLY LITERACY STRANDSSOME EARLY LITERACY STRANDSSOME EARLY LITERACY STRANDSSOME EARLY LITERACY STRANDSPrint Books Writing Oral
LanguageEnvironmental Good quality Early mark StorytellingEnvironmental print
Packaging
Adverts
Street signs
TV texts
Junk mail
Good quality children’s books
Picture books
Story books
Non-fiction
Early mark making
Invented spellilng
Writing to communicate
Storytelling
Vocabulary
Phonological awareness
Talk about written language
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The ORIM frameworkThe ORIM frameworkThe ORIM frameworkThe ORIM framework
A way of understanding what we are trying to enhance or change in early trying to enhance or change in early
literacy programmes
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The ORIM frameworkThe ORIM frameworkThe ORIM frameworkThe ORIM frameworkEARLY LITERACY STRANDSEARLY LITERACY STRANDSEARLY LITERACY STRANDSEARLY LITERACY STRANDS
Print Books Writing Oral Language
Opportunities
FAMILIESFAMILIESFAMILIESFAMILIESPROVIDEPROVIDEPROVIDEPROVIDE
Opportunities
Recognition
Interaction
Model
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Can we affect all cells?Can we affect all cells?Can we affect all cells?Can we affect all cells?EARLY LITERACY STRANDSEARLY LITERACY STRANDSEARLY LITERACY STRANDSEARLY LITERACY STRANDS
Print Books Writing Oral Language
Opportunities
FAMILIESFAMILIESFAMILIESFAMILIESPROVIDEPROVIDEPROVIDEPROVIDE
Opportunities
Recognition
Interaction
Model
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Back to what we need to develop good practice ……
1. Clear values and aims ����
2. Theory ����
3. Reflective, critical practice3. Reflective, critical practice
4. Evaluation
5. Progression in practice
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3. Reflective, critical practice
• Knowing why we do what we do
• Integration of values, aims and theory
• Being open to discussion/argument, • Being open to discussion/argument, including with families
• Not blindly following others’ formulae
• Being prepared to change – where there are good reasons
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4. Evaluation
• Commitment to seeking information about success and ‘failure’
• Accepting that no ‘failure’ means no learninglearning
• Resource budget for evaluation
• Many methods possible – from simply asking views to RCTs
• Checking basics (e.g. take-up) as well as outcomes (e.g. literacy measures).
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5. Progression in practice
• Preparedness to change without being a victim of fashion or diktat
• Innovation without throwing away what’s been valuable in the past
• Innovation without throwing away what’s been valuable in the past
• Learning from – and sharing with –others
• Hopefully, doing what we’re doing today in this conference . . . . .
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Origins of early literacy work with families
1960s Concerns about educational inequality. Parental exclusion in literacy education. Plowden report.
1970s Preschool interventions. Community education. Increased interest in reading instruction.
1980s Parental involvement in reading (Haringey, Belfield, 1980s Parental involvement in reading (Haringey, Belfield, paired reading). Emergent literacy perspective.
1990s REAL Project. Preschool literacy intervention. BSA family literacy. ‘Literacy Hour’ in schools.
2000s Family literacy initiatives. Emphasis on ‘skills’. Reduced funding.
Now Renewed interest in early intervention (and possibly in inequality). Theoretical bases contested.
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Work at SheffieldWork at SheffieldWork at SheffieldWork at Sheffield• Initial focus on parent involvement in teaching
reading, Belfield Reading ProjectBelfield Reading ProjectBelfield Reading ProjectBelfield Reading Project, 1979-87• Focus widened to literacy (not just reading) and to
preschool period. Emergent literacy view.preschool period. Emergent literacy view.• Early Literacy Development ProjectEarly Literacy Development ProjectEarly Literacy Development ProjectEarly Literacy Development Project, 1988-92• Development of ‘ORIM’ framework• REAL ProjectREAL ProjectREAL ProjectREAL Project, 1995-2005. Several phases.
Engagement with many practitioners.• Renewed interest in REAL Project and ORIM
framework, 2008-11.
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The REAL ProjectThe REAL ProjectThe REAL ProjectThe REAL ProjectRRRRaising EEEEarly AAAAchievement in LLLLiteracy
• Based in Sheffield, England• Peter Hannon and Cathy Nutbrown• Several phases, since 1990s• Several phases, since 1990s• Bilingual study, Kath Hirst• Follow-up study, 2 yrs post-programme• Research Fellow, Anne Morgan• Other professionals (~8) contributed
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Research backgroundResearch backgroundResearch backgroundResearch background• Inequalities in children’s literacy • Literacy measures at school entry predict
later attainmentlater attainment• Preschool home learning important• Potential of family literacy programmes• Not all parents want adult education now• Socio-cultural view of literacy development
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REAL Project questions
• Is it feasible to develop early literacy work with families, based on socio-cultural view of development?(Can such a view be shared with parents?)(Can such a view be shared with parents?)
• Will parents, children and teachers value such a programme?• Will the programme affect children’s literacy development?• Will it affect parents’ literacy?• Will any effects on children’s literacy persist?
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Nature of the intervention
Preschool family literacy programme.Low intensity long-duration.Offered to families in disadvantaged areas.No targeting of particular families, except in terms No targeting of particular families, except in terms of areaSome families bilingual (9%)Parents of 3-year-olds invited to join programme for 12-18 months before school entryAdult education opportunities offered, not required
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Programme, based on ORIM
framework, consisted of
� Home visits by programme teachers
� Provision of literacy resources
� Centre-based group activities
� Special events (e.g. group library visit)
� Postal communication
� Optional, literacy-related adult education for parents
Resourcing: Teachers given half a day per week to work with a group of 8 families
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More details about the REAL Project
NUTBROWN, C.E., HANNON, P., & MORGAN, A. (2005)& MORGAN, A. (2005)
Early literacy work with families.
London: SAGE Publications
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Range of research methods
• Practitioner reflections and peer interviews
• Analysis of activity records• Analysis of activity records
• Post-programme interviews of parents
• Post-programme interviews of children
• Randomised control trial to investigate effects on children’s literacy (N=176)
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Measures of children’s development (for RCT)
• Sheffield Early Literacy Development Profile (SELDP) – Nutbrown (1997)
• British Picture Vocabulary Scale –• British Picture Vocabulary Scale –Revised (BPVS – II)
• Letter recognition – Clay (1985)
• School Literacy Attainment at Seven –total of KS1 literacy assessments
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Parents views of programmeParents views of programmeParents views of programmeParents views of programme• Overwhelmingly positive• ‘Sad’ about programme ending• Difficult to elicit any negative views• Difficult to elicit any negative views• Reported ‘global’ and specific benefits
for children• Did not think it was ‘like school’• Would recommend it to other parents
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Children’s experienceChildren’s experienceChildren’s experienceChildren’s experience• Children in programme group reported
greater range of literacy experiences than those in control groupthan those in control group
• According to parent and teacher reports, children enjoyed programme
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Teachers’ viewsTeachers’ viewsTeachers’ viewsTeachers’ views• Strongly welcomed the opportunity to
work with families• Cautiously positive about benefits to • Cautiously positive about benefits to
children and parents
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Take-up and drop-out in REAL Project
• High take-up, low drop-out
• Low take-up of optional adult education component
• 10% of adults gained accreditation
• Participation rated by teachers
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Levels of participation(teacher judgements)
5. Participated regularly - clear and continuing indications of activity between contacts.
4. Participated regularly - intermittently active between contacts/visits between contacts/visits
3. Participated regularly - but virtually no indication of activity between contacts/visits.
2. Participated minimally or irregularly - very little work focused on literacy.
1. ‘Stopped out’ for one or more periods but did not withdraw from programme.
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Number of families participating at different levels
according to programme teachers' judgements
(all programme families, N=85)
23
38
Level 4
Level 5
3
4
17
23
0 10 20 30 40 50
Level 1
Level 2
Level 3Level of
participation
Number of families
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High participation
• 92% of families participated ‘regularly’
• 45% at the highest possible level of participation.
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Fathers in the REAL Project
• ‘Parent’ interviews mainly mothers on their own (a few with fathers present too, none with fathers on their own)
• Fathers’ home involvement explored • Fathers’ home involvement explored through interviews with mothers
• 86% of children had a father or step father in their lives (not necessarily resident)
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Fathers: REAL Project findings
• Visible programme participation low (9%
centre-based attendance; 16% in home visits)
• Higher involvement with child reported in
ongoing FL home practices (93%)ongoing FL home practices (93%)
• 29% of fathers reported to help child as much
as mother
• Fathers involved in all 4 ORIM roles (but less
for Opportunities)
• Involvement related to socio-economic status
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RCT design in REAL Project
• Full random allocation of families to programme and control groups
• Parents’ informed consent before invitations to join programmeinvitations to join programme
• Initially, 88 3-yr-olds in each group
• Independent, double-blind assessment
• No pre-programme group differences
• Low and non-significant attrition
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REAL Project findings
• Gains for children in programme group compared to control group
• Impact varied for different sub-groups
• Bilingual programme had high impact
• Fade-out of gains after 2 years (but not for all sub-groups)
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Effect size varied for groups
0.6
0.8
1
1.2
Eff
ect
siz
e
Whole sample
In receipt of free schoolmeals
Boys
-0.2
0
0.2
0.4
0.6
Pre-
programme
End-of-
programme
School follow-
up
Eff
ect
siz
e
Father lower SES
Mother lower SES
Mother reporting noeducational qualifications
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Where to next? Destinations
• Issues we’re discussing today are too big to go away
• Fashions, panics and innovations in early years’ practice will come and go early years’ practice will come and go but some fundamentals will remain
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“You must remember this
----------------------, -------------------------------------------, ---------------------
The fundamental things apply
As time goes by”
Hupfeld (1931)
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Where to next? Destinations
• Issues we’re discussing today are too big to go away
• Fashions, panics and innovations in early years’ practice will come and go early years’ practice will come and go but some fundamentals will remain
• Fundamentals include: reducing inequality; the importance of literacy, of early years, and of families.
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Future practice:five aspects for development
1. Targeting and reach
2. Outcomes2. Outcomes
3. Gender
4. Changing nature of literacy
5. ‘Curriculum’ – content and rationale
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Gender
• For ‘parents’, should we read ‘mothers’?
• Mothers appear more involved than fathers (virtually universal finding)
• Dilemma: discourse of ‘parents’ • Dilemma: discourse of ‘parents’ obscures gender inbalance but discourse of ‘mothers’ increases fathers’ exclusion.
• Need to be clear about our values and realistic about what can be achieved.
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Changing nature of literacy
• The nature of literacy has been transformed in last three decades
• So how have FL programmes changed to keep up?to keep up?
• Still oriented to paper and pencil technology and print literacy?
More on this later from Jackie Marsh
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Impact of new technology
“Technology begins by making it easier to do
familiar things; then it creates opportunities to
do new things.”
Hannon (2000)Hannon (2000)
How has communication technology changed since the development of family literacy programmes 30 years ago?
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What’s gone in past three decades?
Typewriters
Correction strips
Carbon paper
Duplicating machines (Roneo,
Gestetner, Banda)
Vinyl records
Tape recorders
Tape-based video recorders
Roll film cameras
Punch card control of computersGestetner, Banda)
Telegrams
Fountain pens
Blotting paper
Punch card control of computers
Slide rules
Mechanical watches
OHPs Transparencies
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What’s new in past three decades?
Personal computers
Word processing
Mobile phones
Texting
Digital cameras
CDs
MP3 players
Powerpoint
Desktop publishing
U-tubeDigital cameras
Internet/WWW
Websites Hypertext
Electronic control of appliances
GPS Satnav
Twitter/Facebook/MySpace
e-books/e-book readers
Cordless phones
U-tube
Touch screens
TV remote controls
Podcasts
Virtual worlds
Game machines Playstation
Flash drives Memory cards.
24-hour news
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Future practice:five aspects for development
1. Targeting and reach ����
2. Outcomes ����2. Outcomes ����
3. Gender ����
4. Changing nature of literacy ����
5. ‘Curriculum’ – content and rationale
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Concluding thoughts
☼ This conference an opportunity for progress
☼ Grow new practice from what’s inherited
☼ Vast assembly of experience and expertise
☼ Also a national dimension☼ Also a national dimension
☼ Potential today for developments with national/international impact in future …..
Thank you for listening