Exploring the use of a rating scale to support professional learning in early years pre-school staff: the experience of one local authority in Wales

Waters, Jane; Macdonald, Natalie

doi:10.1080/09575146.2020.1742666

Cited by 3 publications

(3 citation statements)

References 31 publications

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“…The average score for settings was below minimal across the three items, rated at 2.2 (item 9); 2.1 (item 11) and 1.1 (item 12) (Waters and Macdonald 2018). The participating Local Authority identified the lowest scoring items of the initial SSTEW observation as a basis for targeted professional learning, in line with their strategic remit to 'develop and deliver professional learning to childcare professionals' (Welsh Government (WG) 2014, p. 9).…”

Section: Context For the Sstew Quality Rating Observational Toolmentioning

confidence: 93%

“…12 The SSTEW quality rating has been designed to measure sustained shared thinking in terms of adult-child interactions (Siraj et al2015). The SSTEW method used to measure quality in the 16 Flying Start settings involved in 'Talking Science' can be seen in Waters and Macdonald (2018). In brief, adult-child interactions were observed over a complete Flying Start session of approximately 2.5 hours in each individual Flying Start setting.…”

Section: Context For the Sstew Quality Rating Observational Toolmentioning

confidence: 99%

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A socio-constructivist approach to developing a professional learning intervention for early childhood education and care practitioners in Wales

Gealy

Tinney

Macdonald

et al. 2020

Professional Development in Education

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In 16 Flying Start early childhood education and care (ECEC) settings within a Local Authority in Wales, observations of adult-child interactions, using the Sustained Shared Thinking and Emotional Wellbeing Scale (SSTEW), highlighted that interactions that support children's problem solving, curiosity, concept development, and higher-order thinking were the least well developed aspects of practice. A two-day professional learning intervention 'Talking Science', underpinned by a socio-cultural understanding of science learning in ECEC was designed. The intervention was delivered via a collaborative, socio constructive model of delivery en masse to all 64 practitioners in the 16 Flying Start settings. This qualitative mixed method research project adopted an interpretivist paradigm; the aim was to better understand ECEC practitioners' perceptions of science and how these perceptions both shaped provision and supported children's concept development in their settings. Data collection took the form of scribed notes from group discussions, feedback from practitioners during discussions and evaluation feedback about 'Talking Science'. The experiential professional learning programme with a focus on science in everyday practice appeared to be supportive of practitioners' developing confidence and subsequent engagement with science provision for young children. 'Talking Science' also provides a model which may have wider implications when designing ECEC professional learning.

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Section: Context For the Sstew Quality Rating Observational Toolmentioning

confidence: 93%

Section: Context For the Sstew Quality Rating Observational Toolmentioning

confidence: 99%

A socio-constructivist approach to developing a professional learning intervention for early childhood education and care practitioners in Wales

Gealy

Tinney

Macdonald

et al. 2020

Professional Development in Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Evidence also suggests that adults do not routinely consider children's competencies when planning for their learning and participation in ECE contexts (e.g. Waters & MacDonald, 2020;Murphy et al, 2022). The exemplification throughout this book provides deep and clear insight, through empirical evidence, of children's competencies, and as such supports educators to frame the child as both competent and capable.…”

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confidence: 92%