Action Research in the Foundation Phase

1. Developing children’s choices Action Research in the Foundation Phase

2. Why did we focus on children’s choices? Response to the Teaching and Learning in the Foundation Phase course. Response to Leavers’ research on levels of involvement and well-being. To develop our knowledge and understanding of the Foundation Phase philosophy. To develop children’s independence and responsibility for own learning.

3. Aims of the project To find out more about the children and their social interaction and emotional well-being. To develop the children’s independence. To find out if choice increased their motivation and engagement levels. To practically explore strategies for implementing choices.

4. Our Findings Vast majority of children respond very positively to choice. Children also like teacher led focused activities and there needs to be a balance of both. Implications for staffing, resources and classroom environment. Variety of approaches for choices.

5. Vast majority of children respond very positively to choice. Levels of involvement increased. Children look forward to choosing sessions and ask when it will be taking place. Children had increased levels of social interaction. There is some evidence of children’s levels of independence in their learning increasing. When activities have been successful there has been purposeful talk. Initially children can ‘flit’ and / or have not enough or too much choice. Make activities appealing. Children need to be taught the skills of working independently and this takes time.

6. Children also like teacher led focused activities and there needs to be a balance of both. Works well as part of the daily routine. Routine should include a range of teaching and learning styles. There is evidence of children from a broad range of abilities preferring more adult led activities. The role of an experienced adult can be crucial to shaping and extending the activity and can determine its success. There is a dichotomy between the constraints of the National Curriculum and the pedagogy of the Foundation Phase. The staffing ratios have to sufficiently high to enable the choice system to work. There needs to be opportunities for structured and unstructured choice. Choosing time needs to carefully marketed to both parents and children to encourage them to appreciate its value.

7. Implications for staffing, resources and classroom environment. Number of staff and training for staff. Quality of support staff. Time to liaise with support staff. Building a team. Money for resources. Appropriate resources. Sharing of resources. Space for areas – inside and outside Classification and sorting of areas and equipment. Time management.

8. Variety of approaches for choices

10. The next steps… Does it matter if the child completes the choices board? Does it matter if the child remains on the task chosen or goes to another task? Does it matter if the child frequently returns to the same area? How can you monitor what the child has achieved if you do not have: - enough staff? - quality of staff? - time to liaise