Exploring the pedagogic culture of creative play in early childhood education

Arnott, Lorna; Duncan, Pauline

doi:10.1177/1476718x19867370

Cited by 25 publications

(22 citation statements)

References 36 publications

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“…and a variety of ways to find answers, such as "go to an expert inquiry about stars" "go to the planetarium" "find out on the Internet" "go observe and experiment". These quotes indicated they have curiosity and responsible learning about natural world (Arnott & Duncan, 2019;Campbell et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Literature and Project-Based Learning and Learning Outcomes of Young Children

Prachagool¹

2021

IES

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In the early years, children learn by taking an action and touching opportunities which experiences the world as much as possible. It is an internal process that allows children to meaningfully reflect their experiences from abstract to further learning. Literature and project-based learning management is a learning approach that strengthens the attitude of the pursuit of knowledge, helping children to have a habit of reading, creating opportunities to leading in the discovery of something meaningful to life. The research objectives were to study learning outcomes of young children through literature and project-based learning. Twenty-five young children were studied and reported their learning outcomes. Data were collected through variety of methods: observation, debriefing focus group, and interviews after the scenario. Data were collected by qualitative and quantitative methods. The findings indicated that young children had the highest level of understanding and ability to manage literary learning and projects. They also had ability to provide the most literary and project management environment were ranges low and highest based on the different perception and potential of learning. It can be recommended literature and project-based learning is suitable for early childhood education.

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Section: Discussionmentioning

confidence: 99%

Literature and Project-Based Learning and Learning Outcomes of Young Children

Prachagool¹

2021

IES

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“…. .’ Framework offers a thinking tool for reflection on practices and about the ‘pedagogic culture’ of the nursery (Arnott and Duncan, 2019; p.1). The Framework is intended to orient practitioners and professionals towards finding out who the child is and avoiding deficit-focused assumptions based on the autism label.…”

Section: Discussionmentioning

confidence: 99%

‘Seeing is believing’: Exploring the perspectives of young autistic children through Digital Stories

Parsons

Ivil

Kovshoff

et al. 2020

Journal of Early Childhood Research

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Young autistic children are amongst the most scrutinised and assessed in their everyday lives, often leading to characterisations and descriptions that focus on their difficulties and challenges rather than on their abilities, strengths and positive experiences. Consequently, much discussion about autistic children tends to forget that they are children first. While research has considered the transitions of autistic children from primary to secondary school, and from secondary to post-compulsory contexts, there is almost no research focusing on transitions for young autistic children from nursery to primary schools. There is also very limited representation of their voices and experiences being explored, promoted, and valued directly as evidence in their own right. We aimed to address this gap through a project funded by the Froebel Trust and co-constructed with practitioners and families. The project used an innovative Digital Storytelling methodology to explore the experiences and perspectives of five 4-year-old autistic children, and their families, as the children prepared to make the transition from an inclusive day nursery to primary school. This paper provides an overview of the rationale, methodology, and findings of the project to address two related questions: How do we listen to those children who ‘have no words’?; and what do we learn from them when we do?

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“…This was important because the research was taking place in a busy playroom context where children move freely around the room and where the environment was noisy and dynamic. It is our experience in these particular contexts (see Arnott and Duncan 2019), that children's engagement with a task can be fleeting due the broad range of stimulus available and therefore lengthy video animations would not be pedagogically appropriate for the context. For other settings, boasting a quieter environment, or a different demographic of children, longer videos may have been appropriate.…”

Section: Approaches For Informed Consentmentioning

confidence: 99%

Reflecting on three creative approaches to informed consent with children under six

Arnott

Martinez-Lejarreta

Wall

et al. 2020

British Educational Res J

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In an era where children's rights are paramount, there are still few practical examples to guide us when seeking informed consent from children. This paper therefore makes a significant contribution to the field by examining three practical approaches to negotiating informed consent with young children under 6 years old. We draw on researcher field notes, images and observations from four research projects that employed creative methods for seeking informed consent from young children. We take a reflexive approach, considering how successful the three techniques have been in facilitating young children's decision making around research participation. Our findings suggest that innovative approaches to informed consent create spaces for children to engage in dialogue and questioning about the research project. However, in order for the approaches to be meaningful they need to be pedagogically-appropriate to the maturity and capabilities of the children. We also demonstrate that irrespective of the approach devised, researchers have a responsibility to ensure consent is continuously negotiated throughout the project through reflexive questioning.

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Exploring the pedagogic culture of creative play in early childhood education

Cited by 25 publications

References 36 publications

Literature and Project-Based Learning and Learning Outcomes of Young Children

Literature and Project-Based Learning and Learning Outcomes of Young Children

‘Seeing is believing’: Exploring the perspectives of young autistic children through Digital Stories

Reflecting on three creative approaches to informed consent with children under six

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