So far so good what more what next
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So far, so good – what more, what next?. Christine Stephen University of Stirling, Scotland. So far – where are we now?. Two years of part-time preschool (3-5 years) education – extending from 475 hours to 600 and to some 2-year olds

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So far, so good – what more, what next?

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So far so good what more what next

So far, so good – what more, what next?

Christine Stephen

University of Stirling, Scotland

So far where are we now

So far – where are we now?

  • Two years of part-time preschool (3-5 years) education – extending from 475 hours to 600 and to some 2-year olds

  • 95% of 3-year olds and 98% of 4-year olds make use of government-funded, part-time place

  • 0-3s predominantly private & voluntary sector provision

  • Playgroups, childminders and community childminding schemes

  • Heritage language preschool provision (Gaelic)

  • Varied training routes for practitioners

So far where are we now1

So far – where are we now?

  • Curriculum for Excellence, ages 3-18 with early level 3-6 years

  • Pedagogy in the early level – ‘active learning’, experiential, predominantly child-initiated

  • Assessment and profiling – local initiatives, growing interest in ‘documentation’

  • Pre-birth to Three: Positive Outcomes for Scotland’s Children and Families

So far where are we now2

So far – where are we now?

  • Government priorities:

    • Work-force development

    • Access to a teacher in preschool

    • Early intervention

    • Integrated services – Getting it Right for Every Child

    • National Parenting Strategy

    • Provision in scattered and remote communities

    • Gaelic-medium provision

So good policies and practices

So good – policies and practices?

  • Concern with evidence-based practices and policies

  • Wide consultation

  • Active, play-based pedagogy

  • Funding early intervention

  • Increasing investment

  • Improving qualification levels

  • What kind of evidence – appropriate, valid, reliable?

  • Who is listened to?

  • Conceptual clarity? Rhetoric?

  • Normalizing?

  • Purpose of investment, measuring change

  • Who decides what is needed?

Could do better

Could do better

  • Respectful interactions

  • Confident staff acting on professional judgement

  • Inspiring physical environment and resources

  • Responsive planning

  • Time for conversations

  • Evaluation as an everyday practice

So good

So good?

  • Talking about quality

    • What are the characteristics of high quality early education and childcare and to what extent is good quality different for children under 3, 3- to 5-year olds in preschool and children in primary 1?

    • Different stakeholders have particular expectations about the outcomes from early years provision and what counts as quality so how can we acknowledge and reconcile these different judgements?

    • What measures of quality should we adopt?

    • What does good quality look like from the perspectives of children?

    • Some factors associated with high quality, like staff qualifications and adult/child ratios, can be regulated but how can we ensure that equally important aspects like relationships and interactions create excellent education and care experiences?

What next

What next ?

  • Understanding/taking account of family contexts and learning at home – ‘funds of knowledge’ – ‘habitus and capital’ – ‘social situation’

  • Articulating/debating ways construct children and childhood and value alternative purposes and outcomes

  • Identifying/considering normalizing practices and guidance

What next1

What next ?

  • Challenging/defining concepts and evidence base

  • Talking about pedagogy

    • developing intersubjectivity

    • talking about ‘technique’ and ‘manner’

    • extending authenticity and personal meaning

    • exploring meta-cognitive strategies

  • Examining children’s perspectives

    • respectful and appropriate engagement

    • gathering multimodal responses

    • identifying values and preferences

  • Exploring alternative forms of provision

What next2

What next?

  • Articulating relationships with users of research

  • Debating questions, justifying methods, warranting findings

  • Synthesising, theorising, generalising

  • Exploring, intervening, problematising,

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