Through a different lens: exploring Reggio Emilia in a Welsh context

Maynard, Trisha; Chicken, Sarah

doi:10.1080/09575140903443000

Cited by 21 publications

(10 citation statements)

References 6 publications

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“…Schunk () concludes that such positive attributions, enhancing both self‐efficacy and motivation, are vital to effective self‐regulation. It is perhaps in this area that some of the strongest links can be made between adult absence and child‐initiated activity: children's motivation and persistence, for example, was stronger both when adults were absent and when an activity was child‐initiated, consistent with the findings of Maynard and Chicken ().…”

Section: Discussionsupporting

confidence: 74%

“…A range of studies (Wing, ; Howard, ) document children's own views that ‘play’ is self‐chosen and voluntary, and ‘work’ is an activity initiated by and carried out at the behest of others, and associated with teacher presence (McInnes et al ., ). Practitioners’ uncertainties about their roles in relation to children's play (McInnes et al ., ) and their concerns over ‘delivery’ of often crowded curricula (Maynard & Chicken, ) are well documented. However, the tendency for adults to focus their presence on teacher‐directed, often curriculum‐led activity, and by corollary, to tend to be absent from children's self‐chosen play activity may send very powerful messages to children about the place and value of play, the very context that elicits most enthusiasm from children (Stephen, ), and which supports some of their most powerful learning and development (Vygotsky, , inter alia ).…”

Section: Resultsmentioning

confidence: 99%

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Self‐regulation and metacognition in young children: Does it matter if adults are present or not?

Robson

2015

British Educational Res J

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This paper brings together two areas of considerable interest to researchers, practitioners and policy makers: young children's developing self‐regulation and metacognition, and the impact of adult (practitioner) presence or absence on their behaviour and learning. One hundred and twenty‐eight observations of 29 children aged 4–5 years in a reception class were analysed using a behavioural coding scheme. While the data show that adult presence and absence were both supportive, children were often significantly more likely to show evidence of self‐regulation and metacognition when adults were absent. When present, adults were a focus for the children's attention, and children appeared to cede some responsibility to them, more frequently looking to adults to set goals, allocate roles, check and correct progress and resolve disputes. At the same time, adults played a crucial role in supporting children's procedural knowledge when they were present. Children were keen to display their knowledge to these significant people and often chose to direct their comments to adults. It is suggested that the question of how adults can supportively become involved in young children's activity deserves closer attention, particularly in the context of the development and display of young children's self‐regulation and metacognition.

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Section: Discussionsupporting

confidence: 74%

Section: Resultsmentioning

confidence: 99%

Self‐regulation and metacognition in young children: Does it matter if adults are present or not?

Robson

2015

British Educational Res J

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“…This may be very pertinent here, especially given the low rating for 'the company of friends' by practitioners in the rating exercise. There is evidence to suggest that practitioners focus their time mainly on adult-directed and adult-initiated activities (Maynard & Chicken, 2010;Siraj-Blatchford et al, 2002), and may, as a result, miss the expressions of friendship inherent in child-directed ones, and thus may not afford friendship high importance as a result. In effect, it is just not apparent to them in much of their activity.…”

Section: The (Lack Of) Recognition Of Children's Friendships In Early Years Practice?mentioning

confidence: 99%

Friendships for wellbeing?: parents’ and practitioners’ positioning of young children’s friendships in the evaluation of wellbeing factors

Brogaard-Clausen

Robson

2019

International Journal of Early Years Education

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Friendship matters for young children's development, learning and experience of wellbeing. This paper emphasises the significance of young children's friendships for their wellbeing, especially in the context of early years settings. Findings are presented from two online questionnaires developed for the project, in which 155 parents/carers and 285 practitioners in England expressed their perceptions of what matters for young children's wellbeing. Data shows some ambivalence in the views of both parents/carers and practitioners about the importance of friendship in this context. Both groups gave low prioritisation to 'the company of friends' for children's wellbeing. As friendships are of central importance to young children themselves, this could suggests that adults and children may have different priorities, which raises questions about the extent to which young children's friendships are seen as important by adults. The paper concludes by proposing the need for practitioners in particular, but also parents, to consider their roles and priorities for children's lives within schools and nurseries, including how they might sensitively support and facilitate children's friendships in play, activities and everyday life.

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“…Meanwhile in Wales, the Foundation Phase Framework, for children 3-7 years (DCELLS 2008) reflects the international influence on the development of its cross-curricula approach to learning across this age phase. Engagement with the socio-cultural pedagogical principles of the Reggio Emilia approach through the Hundred Languages of Children Reggio Emilia Exhibition, (Malaguzzi 2004) led to research with teachers in Wales using Reggio principles as a lens through which to understand and reflect on their own practice (Maynard and Chicken 2010). Located within the area of 'Moral and Spiritual development', the Welsh framework signals to practitioners the potential for a spiritual dimension to children's thinking, reflecting and expression of feelings and ideas in creative and imaginative ways.…”

Section: Tracing Spirituality In Early Childhood Education Policymentioning

confidence: 99%