Proposal view
| Proposal Type: | Individual Thematic Poster |
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| Domain: | Teaching and Instructional Design |
| SIG: | Learning and Professional Development |
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| Paper Details |
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| Title | The implementation of a relational approach in an early years setting: A case study |
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| Abstract | Utilising both qualitative and quantitative methodologies an in-depth case study was conducted using Action Research methods. Data was collected both before and following practitioner ‘training’ in the promotion of and the implementation of a relational approach. The training and initial implementation were also observed. Initial findings indicate that whilst the relational programme impacted significantly on children, in terms of increased social networks and increased on-task participation, the change in the attitudes and practice of key staff was essential to the success of the intervention and it was this change which impacted on the children much more than the intervention. Analysis is currently considering the impact of the implementation of an initiative which involves on-going practitioner support and how this impacts on professional development and professional identity. |
| Summary | Aim The implementation of a relational approach in an early years setting has been followed in an in-depth case study, recording the impact on both staff and children. Initial data analysis has revealed significant changes in practitioner attitude and practice; further analysis will go on to consider how and why these changes occurred. Relevant Literature & Background to the Project ‘The education of very young children has, over the past ten years rocketed onto the political, educational and research agenda’ (Taggart, 2004, p.619). A key factor in this increased interest being the Labour Government’s manifesto on the reduction of poverty and social exclusion; one outcome of which has been free part-time nursery care for all children aged three to five years. Within early years education and care children spend the majority of their time with their peers, however the findings from educational research suggest that teachers are most likely to plan for practitioner-child pedagogies whilst largely ignoring peer-based pedagogies (Tizard & Hughes, 1984; Meadows & Cashdan, 1988; Bennett, Wood & Rogers, 1997). In line with the increased attention given to the education and care of the under five’s we have seen an increase in the consideration given to role of peer- peer relations (Dunn & McGuire, 1992; Schaffer, 1996). It is recognised in various studies that whilst practitioners need to be aware of and support social competencies in young childrenpractitioners often have little time to devote to this (e.g. Katz & McClellan, 1997).The work of Vygostsky (1934) highlights the link between interpersonal relationships and the development of knowledge and skills, this view has been supported and built upon by many. Siraj-Blatchford & Sylva (2004) built upon this assumption and concluded that ‘The learning environment must …provide very young children with opportunities to be active and to take the initiative to learn’ (Siraj-Blatchford & Sylva, 2004 p729). Hännikäinen & Bert Van Oers (2002) recognise that for a group to achieve this a sense of belonging to the group (togetherness) needs to be achieved, that is, for children to work well as a class they must feel that they have a commitment to the group. I was involved in the ESRC funded SPRinG Project 2000 – 2005 (Social Pedagogic Research into Groupwork) (Nationally, Kutnick, Blatchford and Galton; locally (Brighton) Kutnick, Ota & Berdondini) which showed how a relational approach can enhance learning and other social processes within the classroom. Whilst the project was successful in implementing and devising a relational approach and capturing various points of change in the schools involved e.g. improved social relations, improved behaviour, improved attainment and increased practitioner confidence there was not the opportunity for an in-depth case study on any of the settings involved leaving questions regarding the process and the nature of change within individual settings. Approach The research described below forms the basis of a PhD. Utilising both qualitative and quantitative methodologies an in-depth case study was planned using an Action Research methods. Data (described below) was collected both before and following the practitioner ‘training’ and the implementation of a relational approach. The training and initial implementation were also observed. Tools Structured interviews with practitioners; Setting mapping - maps provided detailed information on how the children were placed/grouped in the setting at a specific point in the day; Sociomatric data - (gathered from both children and practitioners) provided information on the social network in the setting and how the practitioners viewed the social network; Rating scales - Settings were rated reflectively on environment, role of adult and peer interactions in promoting peer-based experience. Six separate actions were rated on a 5-point scale, based upon the frequency that the action was observed during a period of observation. Observations – six children were observed for one hour each at the beginning, middle and end of the year. In addition to the data collected for the project an extensive series of video data was collected. This data focused on free play, for a minimum of one hour per week, some practitioner-led activities and the regular circle time. Weekly interviews were conducted with the staff, often over preparing the children’s food, to discuss how the setting was implementing the relational approach and any benefits and/or difficulties they were experiencing, some of the details of which have been recorded on to the video tapes whilst at other times field notes captured the information gained in these conversations. None of the video data or extended practitioner support sessions/interviews have been included in the aforementioned projects. Analysis The sociomatric data, setting mappings and rating scale data have been analysed using appropriate descriptive statistics (using SPSS)and will be used to support the analysis of the video data. Video data is currently being analysed using a critical/discourse analysis to enable the videos to be placed within themes and notes on the behaviours recorded to be made explicit. The data will then be subject to more detailed analysis involving coding of actions and behaviours. Codes, whilst a base line has been developed, will only become explicit following the initial stage of analysis. Analysis is due to be completed by May 2007 with final papers proposed for June/July 2007. Findings Initial findings indicate that whilst the relational programme impacted significantly on children, in terms of increased social networks and increased on-task participation, the change in the attitudes and practice of key staff was essential to the success of the intervention and it was this change which impacted on the children much more than the intervention. Analysis is currently considering the impact of the implementation of an initiative which involves on-going practitioner support and how this impacts on professional development and professional identity. |
| Keywords | Classroom video studies Early childhood Professional development |
| Appendices | |
| Authors | ||||||
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| Name | Surname | Institution | Country | EARLI Number | Presenting | |
| Jennifer | Colwell | University of Brighton | United Kingdom | j.e.colwell@brighton.ac.uk | * | |
