scholarly journals Ensuring Quality Transitions From Early Years’ Establishments Into Primary Schools: Putting Research Into Practice

2021 ◽  
Vol 12 ◽  
Author(s):  
Taryn Moir ◽  
Jayne Johnson
Keyword(s):  
Primary Schools ◽  
Service Providers ◽  
Good Practice ◽  
Primary Teachers ◽  
Early Years ◽  
School Transitions ◽  
Shared Meaning ◽  
Qualitative And Quantitative ◽  
Additional Support ◽  
Collaborative Activities

Preschool to primary school transitions can be a time of anxiety for pupils, parents, and practitioners. The purpose of this study was to investigate what should be in place to support transitions and develop a shared understanding of what constitutes a nurturing transition for children. It is hoped that sharing this across service providers will increase consistency of practice. The design took a flexible qualitative approach to ensure the co-creation of shared meaning. Following an initial exploratory activity using a Person Centered Planning (PCP) approach, four qualitative activities were identified. Early years’ staff, primary teachers, parents, and pupils were recruited as participants from within a Scottish local authority to take part in these collaborative activities with qualitative and quantitative components, which enabled the co-construction of a transition timeline that articulates the core activities needed for optimal early years’ centers (EYC) to primary transitions. This timeline outlines various preparatory activities that can be taken for all pupils and also those with identified additional support needs (ASNs). In addition, examples of excellence were identified. While this document illustrates examples of good practice, it is not meant to replace other existing positive transition work; rather it is a guide that can enhance existing procedures within any given context.

One Size doesn't Fit All: Patterns of Pre-Primary Teacher Policy Engagement

2003 ◽  
Vol 28 (2) ◽  
pp. 27-31
Author(s):  
Lennie Barblett
Keyword(s):  
Quantitative Data ◽  
Primary Teachers ◽  
Early Years ◽  
Primary Teacher ◽  
Compulsory Schooling ◽  
Qualitative And Quantitative ◽  
The One ◽  
Policy Engagement ◽  
Teacher Policy ◽  
Early Childhood Pedagogy

In Western Australia the non-compulsory early years of school are administered by the compulsory schooling sector. Consequently, the ways in which pre-primary teachers are asked to account for their work have changed. Pre-primary teachers are asked to implement a school development plan and provide evidence of accomplishment of the school priorities. Such requirements have unsettled teachers, as they believe the ‘one size fits all’ application of school policies does not capture the essence of early childhood pedagogy and practice. This paper draws on qualitative and quantitative data collected during a study that investigated pre-primary teacher accountability from the policy level to the practicalities of classroom life. The study suggests that policies pertaining to the early years need to be written in such a way that meets the needs of the system, but also fits with the cultures of pre-primary teachers' classrooms.

Community midwifery: a primary health care approach to care during pregnancy for Aboriginal and Torres Strait Islander women

2021 ◽  
Vol 27 (1) ◽  
pp. 57
Author(s):  
Ailsa Munns
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Torres Strait Islander ◽  
Service Providers ◽  
Early Years ◽  
Health Staff ◽  
Liaison Officer ◽  
Primary Health ◽  
Comprehensive Primary Health Care ◽  
Torres Strait

Comprehensive primary health care is integral to meaningful client-centred care, with nurses and midwives central to partnership approaches with individuals, families and communities. A primary health model of antenatal care is needed for Aboriginal and Torres Strait Islander women in rural and remote areas, where complex social determinants of health impact on pregnancy outcomes, early years and lifelong health. Staff experiences from a community midwifery-led antenatal program in a remote Western Australian setting were explored, with the aim of investigating program impacts from health service providers’ perspectives. Interviews with 19 providers, including community midwives, child health nurses, program managers, a liaison officer, doctors and community agency staff, examined elements comprising a culturally safe community antenatal program for Aboriginal and Torres Strait Islander women, exploring program benefits and challenges. Thematic analysis derived five themes: Organisational and Accessibility Factors; Culturally Appropriate Support; Staff Availability and Competencies; Collaboration; and Sustainability. The ability of program staff to work in culturally safe partnerships with clients in collaboration with community agencies was essential to building meaningful and sustainable antenatal strategies. Midwifery primary health care competencies were viewed as a strong enabling factor, with potential to reduce health disparities in accordance with Australian Government and research recommendations.

Rethinking early years: how the neoliberal agenda fails children

Soundings ◽  
2020 ◽  
Vol 76 (76) ◽  
pp. 128-157
Author(s):  
Celia Burgess-Macey ◽  
Clare Kelly ◽  
Marjorie Ouvry
Keyword(s):  
Good Practice ◽  
Early Learning ◽  
Early Years ◽  
Formal Curriculum ◽  
Small Children ◽  
Children’S Learning ◽  
Early Years Education ◽  
Education And Care ◽  
Children's Learning

Early years education in England is in crisis. This article looks at what is needed to better provide the kind of education and care that young children need outside the home, from birth to school-starting age. It explores: the current arrangements and varieties of provision and approaches in England; educational and developmental research about young children's development and early learning; the current national early years curriculum and how it contrasts to other international models and pedagogical approaches; the importance of play-based learning; the role of adults in observing, recording, assessing and supporting young children's learning; and the holistic nature of children's learning - which makes education and care inseparable in young children's lives. Neoliberal governments have had little interest in these questions: they have been focused instead on marketising the sector, which has led to great inequality of provision; and they have been unwilling to provide the necessary funding to train staff and maintain appropriate learning environments; most fundamentally, they have engaged in an ideological drive to impose on very small children a narrow and formal curriculum that ignores all the evidence about good practice in the sector, and is focused on making them 'school ready' - that is, ready to fit into the rigid frameworks they have already imposed on primary school education.

scholarly journals Primary schools and the amplification of social differences in child mental health: a population-based cohort study

2017 ◽  
Vol 72 (1) ◽  
pp. 27-33 ◽  
Author(s):  
Louise Marryat ◽  
Lucy Thompson ◽  
Helen Minnis ◽  
Philip Wilson
Keyword(s):  
Mental Health ◽  
Primary Schools ◽  
Demographic Data ◽  
Population Based ◽  
School Level ◽  
Social Emotional ◽  
Level Data ◽  
Mental Health Difficulties ◽  
Early Primary ◽  
Additional Support

BackgroundThis paper examines socioeconomic inequalities in mental health at school entry and explores changes in these inequalities over the first 3 years of school.MethodsThe study utilises routinely collected mental health data from education records and demographic data at ages 4 and 7 years, along with administrative school-level data. The study was set in preschool establishments and schools in Glasgow City, Scotland. Data were available on 4011 children (59.4%)at age 4 years, and 3166 of these children were followed at age 7 years (46.9% of the population). The main outcome measure was the teacher-rated Goodman’s Strengths and Difficulties Questionnaire (4–16 version) at age 7 years, which measures social, emotional and behavioural difficulties.ResultsChildren living in the most deprived area had higher levels of mental health difficulties at age 4 years, compared with their most affluent counterparts (7.3%vs4.1% with abnormal range scores). There was a more than threefold widening of this disparity over time, so that by the age of 7 years, children from the most deprived area quintile had rates of difficulties 3.5 times higher than their more affluent peers. Children’s demographic backgrounds strongly predicted their age 7 scores, although schools appeared to make a significant contribution to mental health trajectories.ConclusionsAdditional support to help children from disadvantaged backgrounds at preschool and in early primary school may help narrow inequalities. Children from disadvantaged backgrounds started school with a higher prevalence of mental health difficulties, compared with their more advantaged peers, and this disparity widened markedly over the first 3 years of school.

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

2021 ◽  
Vol 14 (12) ◽  
pp. 93
Author(s):  
Veena Prachagool
Keyword(s):  
Young Children ◽  
Learning Outcomes ◽  
Quantitative Methods ◽  
Project Based Learning ◽  
Early Years ◽  
Qualitative And Quantitative ◽  
Childhood Education ◽  
Qualitative And Quantitative Methods ◽  
Level Of Understanding ◽  
Literary Learning

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.

scholarly journals TEACHER COMPETENCE TEST OF ISLAMIC PRIMARY TEACHERS EDUCATION IN STATE ISLAMIC PRIMARY SCHOOLS (MIN) OF PIDIE REGENCY

2016 ◽  
Vol 4 (3) ◽  
pp. 309 ◽  
Author(s):  
Nufiar Nufiar ◽  
Saifullah Idris
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Primary Teachers ◽  
Research Field ◽  
Assessment System ◽  
Teacher Competence ◽  
Sufficient Time ◽  
Education Department ◽  
Competence Test

This study aims at examining the readiness of the Diploma-II holders of Primary Teachers Education of STIT AL-Hilal Sigli in drawing up the Lesson Plan and implementing the teaching and learning interactions in the classroom. In particular, the study attempts to figure out whether the teaching and learning interaction meet the methods listed in the Lesson Plan (RPP) and the assessment system of learner’s performance in Islamic Primary schools throughout Pidie regency. The sample of this study is nineteen Islamic Primary schools throughout Pidie regency. While to collect data from the research field, the researchers used observation, interviews, and documents. The result indicates that: (1) in general, the teachers have good and considerate preparation in drawing up the Lesson Plan within a sufficient time instead having an extemporaneous teaching. They commonly conducted the Lesson Plan preparation through the discussion with other fellow teachers which avoids them from having a significant obstacle. The only considerable stumbling blocks are the learning source, learning media, and psychological factors. All the written Lesson Plans will be accounted to the principal, superintendent, and the education department. Otherwise, the teachers will be penalized for not making one. (2) The method specified in the Lesson Plan does not correspond to the methods used in teaching and learning in general. (3) The respondents generally do not apply taxonomic Bloom in the grading system in schools where they are in charge.

scholarly journals Pragmatics in Teacher Talk: The Case of Pre-Primary Education

2020 ◽  
Vol 13 (8) ◽  
pp. 168
Author(s):  
Júlia Barón ◽  
Helena Roquet ◽  
Natalia Evnitskaya ◽  
Noelia Navarro
Keyword(s):  
Foreign Language ◽  
Primary Education ◽  
Primary Schools ◽  
Language Use ◽  
Speech Act ◽  
Primary Teachers ◽  
Teacher Talk ◽  
Pragmatic Competence ◽  
Efl Classrooms ◽  
L1 English

This study aims to explore how the speech act of requesting is performed in Catalan (L1), English (L1) and EFL classrooms by pre-primary teachers. The study examines transcripts of 40-minute video-recorded lessons (six in Catalan/L1, six in English/FL, and three in English/L1) collected in several pre-primary schools in Catalonia, Spain. Recall interviews with the teachers were also conducted in order to examine their perceptions of their pragmatic performances in the classroom. Results show that teachers predominantly use imperatives in the three groups (Catalan L1, English L1 and EFL); however, a wider variety of requesting strategies is used in the L1 lessons. The study concludes with reflections on the pedagogical implications of the findings and calls for the need to raise teachers’ awareness about the effect their language use might have on the development of learners’ pragmatic competence both in the L1 and the foreign language.

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