A Small-Scale Exploratory Study of Educator's Perceptions and Expectations of Summer-Born Children in the Reception Classes of Three English Primary Academies and the Strategies Used to Support Them

Autor/in	Mitchell, Edwina
Titel	A Small-Scale Exploratory Study of Educator's Perceptions and Expectations of Summer-Born Children in the Reception Classes of Three English Primary Academies and the Strategies Used to Support Them
Quelle	In: Education 3-13, 47 (2019) 2, S.205-216 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mitchell, Edwina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2018.1424919
Schlagwörter	Foreign Countries; Teacher Attitudes; Teacher Expectations of Students; Preschool Teachers; Preschool Children; Age Differences; School Entrance Age; Teaching Methods; Educational Policy; Preschool Curriculum; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Age; Difference; Age difference; Altersunterschied; Einschulungsalter; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik
Abstract	This small-scale interpretative study, carried out in the reception classes of three English primary academies, examined educator perceptions of summer-born children, their expectations of children on entry to reception classes and whether those expectations were age differentiated. It also investigated the support and intervention strategies used for children in reception classes. The findings showed that the children were viewed in terms of a whole cohort and expectations of the children were not age differentiated, raising equity issues. Educators were pressurised by the 'school readiness' metanarrative so that although they spoke of a focus on children's personal, emotional and social development in practice, their focus was on children's acquisition of literacy and numeracy skills in whole-class activities and intervention groups, resulting in a conforming, instrumentalist pedagogy at odds with their assertions of a play-based curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01