Children's Experiences of the Early Years Foundation Stage: Research Brief

Garrick, Ros; Bath, Caroline; Dunn, Karen; Maconochie, Heloise; Willis, Ben E.; Wolstenholme, Claire

doi:10.1037/e605962011-001

Cited by 5 publications

(4 citation statements)

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“…This correlates with research conducted by Garrick et al (2010) who suggested that children's needs and interests in the EYFS are mostly catered for. However, Year 1 children's attitudes towards their enjoyment of Year 1 were less positive.…”

Section: Discussionsupporting

confidence: 83%

Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school

Nicholson

2018

Education 3-13

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Section: Discussionsupporting

confidence: 83%

Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school

Nicholson

2018

Education 3-13

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“…There was ample evidence of Jack enjoying the opportunity to become deeply involved in discussions with the teacher during group formal sessions. This was similar to the more recent study into children's experiences of the EYFS, which found that some children seemed to find structure helpful while others preferred freedom (Garrick et al, 2010). The overall conclusion about the wide variety of responses of the children to the provision in this study was that the teacher needed to be very knowledgeable and skilled and able to differentiate according to individual needs.…”

Section: Children's Perspectivessupporting

confidence: 86%

“…All the children liked to be outdoors, where they felt more freedom from adult control and more able to take risks. The desire to be outdoors and unhappiness when waiting for opportunities to be outdoors was expressed by children in the study by Garrick et al (2010). Waters and Begley (2007) suggest that adults encourage risk-taking outdoors.…”

Section: Children's Perspectivesmentioning

confidence: 80%

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

Orlandi

2014

Journal of Early Childhood Research

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This article examines the use of naturalistic observations to explore children's experiences in the early years at school, from their perspectives. It looks at the difficulties encountered in determining the significance of observed behaviours in relation to (a) experiences and (b) impact of those experiences. Often the children were not satisfied with their experiences. Teachers of Foundation Stage and Key Stage One were faced with a dilemma. They have three competing areas of pressure on their practice. They are encouraged to follow the interests and needs of the children, in keeping with an early years approach; they have knowledge and understanding of the long-term impact of various aspects of provision; they are subject to short-term attainment targets which, arguably, exert pressure to work towards short-term goals that may result in provision which disregards long-term consequences. It suggests the need for a critically reflective approach to professional development for teachers to enable them to address the conflicting pressures. This is essential if teachers are to feel confident and empowered, and if children are to have fulfilling and fruitful experiences.

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“…In addition, research has also demonstrated that practitioners can find it difficult to establish what they should do during play, often adopting a management or supervisory role, or intervening in play to direct the activity towards their own ideas about an activities’ potential outcome (Garrick et al . ; Howard ).…”

Section: Discussionmentioning

confidence: 99%

The impact of children's perception of an activity as play rather than not play on emotional well‐being

Howard

McInnes

2012

Child

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Children demonstrate increased emotional well-being when they perceive an activity as play rather than not play. Findings support the proposition that play can be seen as an observable behaviour but also as a mental state. As well as providing important evidence as to the value of play for enhancing children's emotional well-being, findings are discussed in relation to professional practice in children's services. The paper highlights the training needs of practitioners to enable them to understand children's views about play and use this information to create playful situations which maximize the developmental potential of play.

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Children's Experiences of the Early Years Foundation Stage: Research Brief

Cited by 5 publications

References 0 publications

Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school

Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school

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

The impact of children's perception of an activity as play rather than not play on emotional well‐being

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