Feeling the pressure: Early childhood educators’ reported views about learning and teaching phonics in Australian prior-to-school settings

Campbell, Stacey

doi:10.1007/bf03651951

Cited by 18 publications

(2 citation statements)

References 27 publications

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“…Neoliberal early childhood policy thus demands teachers' attention to achieving outcomes based on "quality" standardised norms and performativity measures, particularly literacy and numeracy outcomes, to compete in the national market (Comber & Hayes, 2023;Moss, 2013). The demand for children to be "ready" for school has led to increased pressure to teach specific aspects of literacy such as phonics (Campbell, 2015), at the cost of the erosion of play-based learning (Barblett et al, 2016), and the appropriation of play to meet prescriptive outcomes (Hedges & Cooper, 2018). Aspects of children's literacy learning that sit outside of school readiness have been rendered invisible and thus often unexplored by teachers (Gregory et al, 2004).…”

Section: Discourses Of Child Development and School Readinessmentioning

confidence: 99%

Bringing Children’s and Teachers’ Agency Together to Create Meaningful Learning That Matters in a Diverse Preschool

Sisson

2023

IJEC

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This article addresses children living and learning under difficult circumstances by problematising taken-for-granted views of what counts as learning and school readiness that perpetuate deficit views of children who have been impacted by forced migration. Drawing from a larger study focused on exploring how early childhood teachers re-design their pedagogy in culturally responsive ways, this article presents the findings of one team who shifted their views about a group of children impacted by forced migration who resisted planned learning experiences. The analysis focuses on how an assemblage of knowledge, actors, expressions and experiences came together to constitute children’s play and digital worlds as matter(ing) in teachers’ planning and pedagogy and teachers’ planning and pedagogy as matter(ing) in children’s play, demonstrating how children and their mediators of learning re-imagined their repertoires, identities and agencies to co-construct meaningful learning.

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Section: Discourses Of Child Development and School Readinessmentioning

confidence: 99%

Bringing Children’s and Teachers’ Agency Together to Create Meaningful Learning That Matters in a Diverse Preschool

Sisson

2023

IJEC

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“…Focus on practitionerseducators Campbell, 2015Campbell, , 2020Campbell et al, 2012Campbell et al, , 2014Hutchinson Tompkins et al, 2012 Phonics not the only method Phonics not necessary Bowers & Bowers, 2017;Ivey & Baker, 2004;Strauss, 2004 Unhappy with policies Ellis, 2007;Davis, 2012;Strauss, 2004 Unhappy with Phonics Screening Check (PSC) Darnell et al, 2017;Ellis & Moss, 2014;Gibson & England, 2016 Other issues Strauss & Altwerger, 2007;Brown et al, 2012 The group of researchers whose conclusions are not so clearly in favour or against phonics are included in table 3. The Own methodology Bear & Templeton, 1998;Trachtenburg, 1990Policy Brenner, 2007 Other issues Adams et al, 1994;Chew, 1997;Fry, 2004 ;Gupta, 2014;Hassan et al, 2007;Mather et al, 2006;McIntyre et al, 2008;Moustafa & Maldonado-Colón, 1999;Rymes, 2003 Lastly, Dimension 3 largely relies on empirical studies, followed by a theoretical descriptive perspective which resorts to previous theories and studies (table 4).…”

Section: Dimension 1 Authorsmentioning

confidence: 99%

Una revisión bibliográfica sistemática de la investigación sobre Phonics en el mundo anglosajón y en España

Molina

Cuevas

2023

AULA_ABIERTA

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Un creciente número de estudios académicos se centran en la complejidad de la lectoescritura del inglés. Es comúnmente aceptado que Phonics juega un papel fundamental en su instrucción, a pesar de cierta incertidumbre con respecto al grado en que las y los profesionales deben recurrir exclusivamente a la metodología y los materiales de Synthetic Phonics. Este artículo busca explorar la contribución a la investigación existente por parte de la comunidad académica española. La hipótesis establecida conjetura que la investigación en España va a la zaga de las investigaciones a nivel mundial, que comenzaron antes, por lo que la propensión es una aproximación a esa tendencia global. Los hallazgos sugieren que la escasa investigación realizada hasta el momento en España contribuye positivamente a la comprensión de la pedagogía más adecuada de la lectoescritura del inglés en entornos del inglés como lengua extranjera (EFL), así como la necesidad de adaptar Phonics a hablantes no nativos. Una mayor investigación es necesaria, puesto que quedan por dilucidar muchos aspectos sobre el uso de Phonics en el sistema educativo español.

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A scoping review of research on play‐based pedagogies in kindergarten education

Pyle

DeLuca

Danniels

2017

Review of Education

103

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Across a number of countries, play‐based learning is the mandated pedagogy in early years’ curricula. However, a lack of consensus remains both in research and practice regarding the value and role of play in children's learning. This scoping review analyses 168 articles addressing play‐based learning for 4–5 year old children divided into three categories: research on play for developmental learning, research on play for academic learning and factors influencing play in kindergarten classrooms. Much of the research endorsed play as fulfilling an important role in early learning. However, two disparate perspectives concerning the role of play for developmental versus academic learning demonstrate different orientations towards the value and potential benefits of play. Research focused on developmental learning endorsed the use of free play and a passive teacher role, while research focused on academic learning endorsed teacher‐directed and mutually directed play where the teacher fulfills an active play role. A similar lack of consensus was found among research with educators regarding the role and benefits of play. These findings indicate a need to move away from a binary stance regarding play and towards an integration of perspectives and practices, with different types of play perceived as complementary rather than incompatible.

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Feeling the pressure: Early childhood educators’ reported views about learning and teaching phonics in Australian prior-to-school settings

Cited by 18 publications

References 27 publications

Bringing Children’s and Teachers’ Agency Together to Create Meaningful Learning That Matters in a Diverse Preschool

Bringing Children’s and Teachers’ Agency Together to Create Meaningful Learning That Matters in a Diverse Preschool

Una revisión bibliográfica sistemática de la investigación sobre Phonics en el mundo anglosajón y en España

A scoping review of research on play‐based pedagogies in kindergarten education

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