We're Offering True Play-Based Learning: Teacher Perspectives on Educational Dis/Continuity in the Early Years

Abstract

EDUCATIONAL CONTINUITY IS A well-documented challenge facing the early childhood field. This research project investigated preschool and primary teachers' perspectives of educational dis/continuity, as they have been under-represented in the literature to date. The inclusion of dual-qualified educators in the sample group provided the counter-perspective of those who have trained and taught in both settings. It was found that teacher perceptions of how preschool and primary school differentiate have historical roots, and are orientated in the belief that the two settings apply incongruent approaches to teaching and learning. It was argued that gaining knowledge and experience in both settings could open up teachers' perceptions and assist them to find opportunities for improving continuity.

A Cooperative Pedagogical Program Linking Preschool and Foundation Teachers: A Pilot Study

“…Cooperative teaching relationships in the Alliance Project were predicated on the concept of inter-subjectivity and used as a form of intervention to support preschool educators and Foundation teachers to become more familiar with the curriculum, pedagogical and assessment practices of the alternate setting. Research shows that increased educational continuity across early childhood and Foundation settings benefits children's transition to school (Hirst, Jervis, Visagie, Sojo & Cavanagh, 2011;Hunkin, 2014) and is best achieved through supported contact with educators/teachers in the 'other' setting (Dockett & Perry, 2007;Karila & Rantavuori, 2014). The findings suggest that working in early childhood educator/Foundation teacher pairs benefited the educators'/teachers' familiarity of the practices used in the alternate setting.…”

“…Research suggests that, in situations where preschool educators and Foundation teachers are supported to communicate with each other, greater levels of continuity can be achieved across both settings (Arnup, 2014;Dockett & Perry, 2014;Hunkin, 2014). With increased continuity arguably associated with easier educational transition for young children, such communication is highly valuable.…”

Inherent Presence Of Children In Society "Proposed Criteria And Indicators."

“…They ask questions and broaden their thinking and desire to learn. The inclusion of children in play makes play enable them to enjoy their own being (Lang, 1995), encourage cognitive curiosity, solve problems, cooperate with children, and draw positive ways to engage with others (Hunkin, 2014). The outdoor play areas (in the open air) are a feature of a good learning environment that offers a wide range of play spaces in the natural environment (such as plants, trees, gardens, edible plants, sand, gravel, mud, and water).…”

“…For example, digital technology may enable children to access global resources and connections and encourage new ways of thinking. The environment can highlight the promotion of the child's concept of their responsibility to care for and preserve the environment (Hunkin, 2014). Proper nutrition is essential for a healthy life that enables children to participate actively in play, and the childhood environment provides an opportunity to experience healthy foods and learn more about nutritional options, including preparing nutritious food, understanding aspects of an active lifestyle including positive experience for active outdoor play and physical exercise, avoiding substances or products that harm their health and wellbeing.…”

“…Adults who spend time communicating from person to person with young children, speaking and talking to the child with multiple exchanges back and forth, make significant contributions to expanding the growth of children's vocabulary. (Hunkin, 2014) Children are effective communicators, as the communication and self-expression take many forms, including sharing stories and symbols from their own culture, re-enacting well-known stories and using creative arts such as painting, sculpture, drama, dance, movement and music to communicate with others. They create and explore fantasy worlds through dramatic gameplay and artwork.…”