Addressing the attrition between the conflicting influences experienced by teachers on the interface between Foundation Stage and Key Stage One

Orlandi, Kathleen

doi:10.1177/1476718x13515420

Cited by 5 publications

(4 citation statements)

References 23 publications

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“…The focus was on the individual child, prioritising opportunities for creative thinking so children could explore, be curious and follow their interests as part of meaningful processes. Nurturing positive dispositions to learning through open, participatory and democratic approaches were emphasised, so qualities such as self-discovery, intuition, curiosity and confidence were promoted (McLeod 2017 andOrlandi 2014). This social constructivist approach to learning emphasises the process of engaging in real, first hand experiential opportunities, which promotes a deeper sense of enjoyment and understanding associated with children learning and well-being as they engage at their own pace when they are ready.…”

Section: Children's Readiness To Learnmentioning

confidence: 99%

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Towards an understanding of ‘school’ readiness: collective interpretations and priorities

McLeod

Anderson

2019

Educational Action Research

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This participatory action research study examined participants developing conceptual understanding of 'school readiness' to enhance the learning and well-being of young children as they progress through children's services. We worked collaboratively with early childhood educators, from a range of provision such as Private Voluntary Independent early childhood and care settings (PVIs), children's centres and schools in Knowsley Local Authority, who were interested in researching their own practice individually and collectively. We provide insight into the trusting, collaborative inquiry workshops that enabled participants to engage in a process of reflexivity, so they became more aware and critical of their own practice and were more open to a process of change. Collective priorities from different perspectives were identified for improving young children's transitions. The findings indicate a new appreciation for starting with the child's readiness for learning, alongside the need for more connections and continuity between providers and families of birth to 3 and 3-5 age ranges. Support for the home learning environment was found to be essential in supporting parents recognise their potential as the child's first educators. Participants applied their action research learning experience to inform a more open and respectful appreciation of other perspectives in daily collaborations with stakeholders.

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Section: Children's Readiness To Learnmentioning

confidence: 99%

“…Concurrently as the above priorities emerged as part of the action research workshop discussions, so there was a new appreciation by the participants of readiness: that is their readiness rather than the child's readiness (Kingdon et al 2017;Orlandi 2014).…”

Section: Readiness Of the Childmentioning

confidence: 99%

Towards an understanding of ‘school’ readiness: collective interpretations and priorities

McLeod

Anderson

2019

Educational Action Research

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“…A contemporary emphasis on didactic approaches, targets and assessment levels clashes with this child-centred philosophy. There is a tension between following the interests and needs of young children and meeting short-term goals (Orlandi, 2014). Such concerns are widespread.…”

Section: Background: a Froebelian Traditionmentioning

confidence: 99%

Learning to be Froebelian: student teachers’ life histories 1952–1965

Smedley¹,

Hoskins²

2015

European Early Childhood Education Research Journal

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Drawing on the life histories of nine women who were trained at Froebel College in the 1950s and 1960s, this paper examines the women's narratives as Froebelian student teachers and explores their remembered constructions of their experiences. Using an analytical framework underpinned by theories of identity and language their stories are shown to shed light on the women's engagement with and commitment to Froebelian ideas and their sense of identifying with what the college stood for. The women's stories illustrate a version of professionalism, located in time, place and culture, which incorporates contradictory elements of self-belief and self-effacement. In reflecting on their identities as Froebelians, their stories enact an understanding of politics and advocacy which demonstrates professional autonomy. Unexpectedly, their stories also show some difficulties with articulating Froebelian principles, and instead express an emotional attachment. That emotional engagement, rather than being seen as an inadequacy, is argued to be a strand in developing a hopeful, motivating and enabling professional workforce, capable of working effectively in the challenging current context of increasing statutory pressures towards performativity, regulation and control in early childhood education and care.Keywords: Froebel; early childhood professionalism; women teachers; life history IntroductionIf three hundred years after my death my method of education shall be completely established according to its idea, I shall rejoice in heaven. (Froebel, quoted in von MarenholtzBuelow 1877, 17) The life histories of the nine Froebel-trained women whose stories form the basis of this research show that Froebel's philosophy and approach had a profound and lasting effect on their professional identities. We can barely speculate about early childhood education in 2152, which would be three hundred years after Froebel's death (1852), but our analysis of these stories demonstrates how the non-prescriptive nature of his theories and the acute sense of belonging and believing that his ideas engendered in these women in the 1950s and 1960s contribute to the enduring qualities of Froebel's philosophy.We are driven by a contemporary commitment to Froebel's educational ideals (1885, 1896) and to protecting and developing them to the benefit of early years pupils and practitioners today. This is in resistance to ongoing statutory pressures to follow a more didactic and assessment-driven pedagogical approach, as highlighted by Osgood (2006Osgood ( , 2010, Taggart (2011) and Rose and Rogers (2012). This article draws on life history interview data, collected as part of a research project funded by the Froebel Trust, and seeks to explore how Froebelian principles were understood and put into practice in the 1950s and 1960s, as narrated by a group of women who were trained at Froebel College during that time. What was their educational experience at Froebel College? How did they engage with Froebelian ideas? What was the impact of that experience ...

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“…All three vignettes present the ability of artists to tap into children's natural patterns of thinking (Athey, 1990). The children remained engaged when the provocation acted as an opportunity to demonstrate physical engagement (Pringle and DeWitt, 2014) as part of a relaxed, trusting atmosphere where time and space was offered over sustained periods of time.What is also significant about the facilitation of children's creative engagement is that each of the signs as part ofFigure 2are associated with underpinning values and a holistic understanding and awareness of the purpose of education as a process(McLeod, 2015, Orlandi, 2014. Such an approach for engagement requires a critically reflective approach of openness and self-awareness(McLeod, 2015).…”

mentioning

confidence: 99%

Visual rhythms: facilitating young children’s creative engagement at Tate Liverpool

McLeod

Wright

McCall³

et al. 2017

European Early Childhood Education Research Journal

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After many years of teaching across Early Years and Key Stage 1 in Liverpool and Cheshire, and as a Deputy Head teacher, Naomi led Early Childhood and the Undergraduate and Postgraduate Early Years Teacher Education programme at Liverpool Hope University. Most recently Naomi is at Liverpool John Moores University teaching across Early Childhood and Education Studies and leading the MA in International Approaches to Early Childhood Education. Her doctorate focused on developing pedagogical participation for young children and Continued Professional Development for teachers and early years professionals across the sector. This continues to be a research interest evident in her published work and in the working partnerships she has developed with educators and creative professionals in the field of Early Years, creativity and participation. Naomi is currently working with Family curators at Tate Liverpool nurturing a sense of self through artwork as a provocation for philosophical enquiry. She also engaged in the initial stages of a collaborative comparative study involving 4 universities looking at the 'multiple identities of Early Childhood students for a quality workforce'. Denise Wright As a teacher, consultant and artist in residence in the Liverpool community for more than 15 years, Denise uses a range of creative approaches to engage children across a variety of settings, including residential settings for children with emotional and behavioural difficulties, mental health services and more recently working with very young children and their parents in different early years settings. As part of her PhD, Denise has been working closely with Tate Liverpool, liaising with organisations and supporting nursery practitioners, children and families. In this role Denise has supported the gallery to better understand the needs of young children and families visiting the gallery, particularly children and families from marginalised communities. Recently Denise has been commissioned by Tate to develop and lead the Tate Family Collective, a new initiative for engaging families. Denise also lectures in Early Years and Inclusive Education at

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Addressing the attrition between the conflicting influences experienced by teachers on the interface between Foundation Stage and Key Stage One

Cited by 5 publications

References 23 publications

Towards an understanding of ‘school’ readiness: collective interpretations and priorities

Towards an understanding of ‘school’ readiness: collective interpretations and priorities

Learning to be Froebelian: student teachers’ life histories 1952–1965

Visual rhythms: facilitating young children’s creative engagement at Tate Liverpool

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