Why are there still so few men within Early Years in primary schools: views from male trainee teachers and male leaders?

Purpose Proximity to nature is essential to a child’s development. Well-designed educational environments are crucial to supporting this proximity, particularly in the early years of schooling. The purpose of this paper is to measure children’s experiences of nature within three primary school spaces at various locations in Glasgow, Scotland. The methodology for measuring children’s visual and non-visual sensory experiences is developed to evaluate the connection between naturalness values and spatial environmental qualities across varying “Child–Nature–Distance” ranges. Design/methodology/approach The approach associates children’s multiple layers of sensory modalities with particular attributes of the spatial environment within primary schools to determine the level of naturalness that children experience, in both internal and external spaces. Findings The study finds that children’s experiences are significantly influenced by factors relating to urban setting, built environment master planning, architectural features and interior design. Research limitations/implications Apart from primary school architecture for children, this methodology could be fully developed to the comprehensive human–nature relationship under the impacts of physical features and societal of other diversified environments in a future study. However, the offering reasonable primary school architecture for a proper children’s multi-sensorial experience with natural environment cannot thoroughly established with a quantitative aspect by the present study only. More qualitative research is recommended to examine the process of altering from “cause” to “perceived” nature of users’ cognitions, attitudes and behaviours within the exposure proximity to nature. Practical implications The methodology for measuring visual and non-visual sensorial experiences of nature, and its application to children’s learning and leisure spaces within primary school architecture could offer a tool for assessing current schools, and evaluating future design proposals for new schools. Originality/value The authors argue that the applicationof this method can support design decision making for refurbishing schools at the micro level, and in planning urban development involving proposals for new schools at the macro level.

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Visual motor integration in children with and without reading disability

International Journal of Research in Pharmaceutical Sciences ◽

10.26452/ijrps.v11i4.3466 ◽

2020 ◽

Vol 11 (4) ◽

pp. 6486-6489

Author(s):

Ganapathy Sankar U ◽

Monisha R

Keyword(s):

Learning Disabilities ◽

Reading Disability ◽

Primary Schools ◽

Peer Group ◽

Full Range ◽

Early Years ◽

Assessment Procedure ◽

Typically Developing ◽

Visual Motor Integration ◽

Visual Motor

Where there are few occupational therapists in regular practice, and an educational psychologist and special educators conducted the majority of the assessment procedure and evaluation of children with visual-motor integration (VMI). They consider assessing children with VMI as similar to the assessment of children with research instruments, and the availability of the trained occupational therapist was limited. VMI is generally expressed as the ability of the child to integrate visual perception input and to coordinate it with limb movements for the execution of motor activities in sequential order. A child with impaired VMI skills fails to execute motor- based activity. We evaluated the visual-motor integration (VMI) in children with and without reading disabilities (RDs) in the primary schools of Mudichur. Full Range Test of Visual-Motor Integration (FRTVMI) was used to evaluate the visual-motor integration among children. A total of 20 children recruited from primary schools in Mudichur. Every parent of the children gave the willingness to participate in the study; 10 children were already diagnosed as having RDs, whereas the remaining 10 children were age-matched typically developing children. The results indicated that children with reading disability scored poor on the FRTVMI than the typically developing age-matched peer-group children. The results support the impairment in visual-motor integration is strongly related to learning disabilities, and the therapist should educate teachers of primary schools to refer children with learning disabilities. However, there is a need for strong assessment among children’s to quantify their skills in reading and writing, and it is vital to diagnose children in the early years to avoid academic failures. Teachers were in need to be educated to refer children are who are suspected of being at risk for RDs in school settings.

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Relationship between Instructional Leadership and Implementation of Competency-Based Curriculum in Early Years Education in Nairobi City County, Kenya

Randwick International of Education and Linguistics Science Journal ◽

10.47175/rielsj.v2i3.280 ◽

2021 ◽

Vol 2 (3) ◽

pp. 476-488

Author(s):

Roselynn Awili ◽

Nyakwara Begi

Keyword(s):

Instructional Leadership ◽

Primary Schools ◽

Curriculum Implementation ◽

Early Years ◽

Theory Of Change ◽

Head Teachers ◽

Early Years Education ◽

Competency Based ◽

The Impact ◽

The Relationship

Globally, learning institutions at primary school level experience a gap in instructional leadership that fosters curriculum implementation. Research has established that those instructional leaders (heads of schools) determine the impact that teaching and learning processes in school has on learners’ academic performance. This study was designed to establish the extent of implementation of Competency-Based Curriculum in early years education in public and private schools. The study was also to determine the relationship between instructional leadership and implementation of Competency-Based Curriculum (CBC) in early years education in Kenya. The study was guided by Michael Fullan’s Theory of Change. The dependent variable was implementation of Competency-Based Curriculum in early years education while the independent variable was instructional leadership. E-questionnaires and interview schedules were used to collect data which was analyzed using qualitative and quantitative methods. The results showed there was no difference in the implementation of curriculum between private and public primary schools. The relationship between instructional leadership and implementation of competency-based curriculum was significant at 0.05. The results also indicated that most head teachers focused more on administrative roles than activities that support curriculum implementation. It was therefore recommended that for effective curriculum implementation in early years education, head teachers needed to be intentionally trained on how to support teachers and learners in the related processes

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Using computer-based instruction to improve Indigenous early literacy in Northern Australia: A quasi-experimental study

Australasian Journal of Educational Technology ◽

10.14742/ajet.947 ◽

2011 ◽

Vol 27 (4) ◽

Cited By ~ 13

Author(s):

Jennifer Wolgemuth ◽

Robert Savage ◽

Janet Helmer ◽

Tess Lea ◽

Helen Harper ◽

...

Keyword(s):

Early Literacy ◽

Literacy Instruction ◽

Primary Schools ◽

Early Years ◽

Control Group ◽

Control Group Design ◽

Indigenous Students ◽

Support Tool ◽

Literacy Outcomes ◽

Quasi Experimental

<span>The effectiveness of a web-based reading support tool, ABRACADABRA, to improve the literacy outcomes of Indigenous and non-Indigenous students was evaluated over one semester in several Northern Territory primary schools in 2009. ABRACADABRA is intended as a support for teachers in the early years of schooling, giving them a friendly, game and evidence-based tool to reinforce their literacy instruction. The classroom implementation of ABRACADABRA by briefly trained and intensively supported teachers was evaluated using a quasi-experimental pretest, post-test control group design with 118 children in the intervention and 48 in the control. Children received either a minimum of 20 hours of technology-based intervention or regular classroom teaching. Results revealed both Indigenous and non-Indigenous students who received ABRACADABRA instruction had significantly higher phonological awareness scores than their control group peers. The effect size for this difference was large (eta squared=.14). This finding remained when controlling for student attendance and the quality of general non-technology-based literacy instruction. Limitations of the study and implications for effective practice in remote and regional contexts are discussed.</span>

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Play in Grade R classrooms: Diverse teacher perceptions and practices

South African Journal of Childhood Education ◽

10.4102/sajce.v5i3.242 ◽

2016 ◽

Vol 5 (3) ◽

Cited By ~ 3

Author(s):

Shelley Aronstam ◽

Martin Braund

Keyword(s):

Early Childhood ◽

Teacher Perceptions ◽

Policy Development ◽

Primary Schools ◽

Theoretical Background ◽

Early Years ◽

Childhood Development ◽

Structured Interviews ◽

Cape Peninsula

The study explores the role of play in Grade R classrooms in the Cape Peninsula. The focus is on perceptions of teachers from differing backgrounds regarding how play is supported and utilised in the classroom. Theories of childhood play as propounded by Jean Piaget and Lev Vygotsky provide the theoretical background to our understanding of child play. Data were collected from 104 teachers in 41 primary schools and early childhood development (ECD) centres in both well-resourced and under-resourced environments, using semi-structured interviews and guided observations of practice. It was found that, although play is a difficult concept to define, it is easy to recognise. Teachers at some schools seem to have less knowledge of the pedagogy of play. Insights into early childhood teachers’ views on the role of play in the curriculum have the potential to inform the planning for teacher training and national policy development for early years’ learning. For these reasons, it is necessary to define and understand structured and formal play in the diverse contexts of South Africa, specifically by following, through the years, the teachers who utilise play as pedagogical tool.

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Social inclusion and social justice

Journal for Multicultural Education ◽

10.1108/jme-01-2015-0002 ◽

2015 ◽

Vol 9 (3) ◽

pp. 122-139 ◽

Cited By ~ 6

Author(s):

Carmel Cefai ◽

Valeria Cavioni ◽

Paul Bartolo ◽

Celeste Simoes ◽

Renata Miljevic-Ridicki ◽

...

Keyword(s):

Social Justice ◽

Primary Schools ◽

Social Inclusion ◽

Classroom Teacher ◽

Early Years ◽

European Countries ◽

Refugee Children ◽

Positive Development ◽

Full Time ◽

Content Type

Purpose – The purpose of this paper is to present the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges; discusses the conceptual framework and key principles underpinning the curriculum; and presents the six major content areas of the curriculum. Finally, it presents the preliminary findings of a pilot project on the implementation of the curriculum in more than 200 classrooms in about 80 early and primary schools in six European countries. Design/methodology/approach – The curriculum was first drafted collaboratively amongst the six partners on the basis of the existing literature in the promotion of resilience in early years and primary schools, with a particular focus to European realities. Once it was internally reviewed, it was piloted in 200 early years and primary school classrooms in six European countries, with each of the six partners implementing one theme. Data collection included teacher reflective diaries, classroom checklists, semi-structured interviews with teachers and focus groups with students. Findings – The preliminary results from the pilot evaluation of the curriculum in 199 classrooms totalling 1,935 students across six countries indicate that both the teachers and the learners overwhelmingly found the curriculum highly enjoyable, useful, relevant and easy to use. They looked forward to the possibility of having the programme on a full-time basis as part of the general curriculum in the future. The teachers reported a positive moderate change in learners’ behaviour related to the theme implemented and argued that for the implementation to be effective, it needs to take place throughout the whole year. A number of modifications have been on the basis of the teachers’ and learners’ feedback. Originality/value – This is the first resilience curriculum for early years and primary schools in Europe. While it seeks to address the needs of vulnerable children such as Roma children, immigrant and refugee children and children with individual educational needs, it does so within an assets-based, developmental, inclusive and culturally responsive approach, thus avoiding potential labelling and stigmatising, while promoting positive development and growth. It puts the onus on the classroom teacher, in collaboration with parents and other stakeholders, in implementing the curriculum in the classroom.

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Pencil or Keyboard? Boys’ Preferences in Writing

The Qualitative Report ◽

10.46743/2160-3715/2020.4621 ◽

2020 ◽

Author(s):

Jennifer Sze ◽

Jane Southcott

Keyword(s):

Lived Experience ◽

Primary Schools ◽

Qualitative Case Study ◽

Early Years ◽

Primary School Students ◽

School Life ◽

School Students ◽

Qualitative Case Studies ◽

Increasing Demand

Handwriting is an important subject in primary schools, especially in the Early Years. The importance of writing skill is now seen as a debate with the increasing demand on children to learn technology skills to help them with 21st Century learning—how to write on the keyboard effectively. The topic is important because handwriting is an essential life skill to have with or without technology. In this study, I looked at the importance of both in the context of the qualitative case studies in three schools in Melbourne, Australia. The aim of the research is to explore how do students understand the learning of handwriting and keyboarding in schools? This qualitative case study employed a Thematic Analysis approach in which the central intention was to understand the lived experience of six Year 6 boys across three schools and their attitudes to writing and technology. In this article, I addressed the importance of teaching handwriting to primary school students, especially in the first four years of their school life from Foundation to Year 3. The findings suggest that teachers should continue explicitly teaching handwriting to their students despite the heavy reliance on technology in today’s lifestyle.

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Curriculum-based outdoor learning for children aged 9-11: A qualitative analysis of pupils’ and teachers’ views

10.1101/536441 ◽

2019 ◽

Cited By ~ 1

Author(s):

Emily Marchant ◽

Charlotte Todd ◽

Roxanne Cooksey ◽

Samuel Dredge ◽

Hope Jones ◽

...

Keyword(s):

Focus Groups ◽

School Engagement ◽

Primary Schools ◽

Early Years ◽

Outdoor Learning ◽

Health And Wellbeing ◽

Teacher Confidence ◽

Barriers To Implementation ◽

Higher Educational Attainment ◽

Primary School Pupils

AbstractThe relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment. An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future employment prospects and health and wellbeing during adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. This requires evidence into its acceptability from those at the forefront of delivery. This study aimed to explore headteachers’, teachers’ and pupils’ views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9-11). We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n=3) and teachers (n=10) and focus groups with pupils aged 9-11 (n=10) from three primary schools. Interviews and focus groups were conducted at baseline and six months into implementation. Schools introduced regular outdoor learning within the curriculum. This study found a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in pupils’ engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers’ job satisfaction. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Participants supported outdoor learning as a curriculum-based programme for older primary school pupils. However, embedding outdoor learning within the curriculum requires education inspectorates to place higher value on this approach in achieving curricular aims, alongside greater acknowledgment of the wider benefits to children which current measurements do not capture.

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Teaching computational thinking in primary schools: Worldwide trends and teachers’ attitudes

Computer Science and Information Systems ◽

10.2298/csis201215033d ◽

2021 ◽

pp. 33-33

Author(s):

Valentina Dagienė ◽

Tatjana Jevsikova ◽

Gabrielė Stupurienė ◽

Anita Juskevicienė

Keyword(s):

Primary School ◽

Primary Schools ◽

Computational Thinking ◽

Early Years ◽

Learning System ◽

Policy Makers ◽

Primary School Teachers ◽

E Learning ◽

Teachers Attitudes

Computational thinking (CT) as one of the 21st century skills enters early years education. This paper aims to study the worldwide tendencies of teaching CT through computing in primary education and primary school teachers? understanding of CT. A survey of 52 countries has been performed and complemented by a qualitative study of 15 countries. In order to identify teachers? understanding-level of CT and its integration approach in the class activities, a case study of 110 in-service teachers from 6 countries has been performed. The implications of the research results may be useful for primary school educators, educational initiatives, government authorities, policy makers, e-learning system and content developers dealing with support for teachers aiming to improve their CT professional development qualification.

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