Giving Early L evel Teachers Voice

1. Giving Early Level Teachers Voice Grace Paton University of the West of Scotland 1st TEAN Annual Conference Friday 21st May

2. The context for early years education-The distinctive Western features - Stephen(2006) • a focus on individual development • an emphasis on child-initiated not adult-directed learning • learning is co-constructed with adults and peers • children are active agents not passive recipients • a view of children as competent learners rather than immature adults • listening to and respecting children and their choices • learning is shaped by context and community.

3. The context for early years education-The distinctive Western features - Stephen(2006) • areas of learning to structure the curriculum rather than subjects/disciplines • general agreement on the areas of development to be addressed: • social and emotional • cultural, aesthetic and creative • physical • environmental • language, literacy and numeracy.

4. The Scottish Context- Curriculum Reform

5. A Framework for assessment to support the purposes of learning 3-18 • assess knowledge and understanding, skills, attributes and capabilities • assessment will place greater emphasis on literacy and numeracy across the curriculum, health and well being, ICT and higher order skills, including creativity • secure learning and progression requires enriching and reinforcing of learning experiences

6. Assessment Exemplars( In progress accessed 24/4/10) • 24 examples for early level -12 making reference to pre-school practice • 4 randomly selected examples, all adult directed, formal learning situations • Observations about weather • Exploring numbers through stories and games • Practise how to do woodwork safely • Express feelings through art

7. Mixed Messages

8. Mixed Messages

9. Theory ,Policy, Practice

10. Students developing a professional voice • Iterative construction of professional knowledge • Development of skills and justification of their pedagogy • Opportunity to develop and articulate professional values • Motivation and skill to act appropriately on professional values

11. Iterative Constructing Professional Knowledge • Engagement with relevant theoretical perspectives • Using the knowledge to critically examine practice • Having opportunities to engage in discussion with colleagues

12. Resources for Learning Triangle ( Roland, 2000 in Bolton, 2005)

14. The research - The Two Cohorts of ITE Students Bachelor of Education( Hons)- Year 3 of 4 year course Professional Graduate Diploma in Education(Primary) - 1 year course • 3rd placement • 4 week placement • 80 hours lecturer contact ( 6 weeks) • Traditional approach to student learning:- Year group lectures, seminars , workshops. • Minimal contact between university and placement • Assessment- discursive essay on approaches to learning and teaching in pre-school, drawing on placement experience. • I st. placement • 3 week placement • 32 hours lecturer contact ( 2weeks) • A group collaborative learning task, to foster individual and group learning around early childhood pedagogy and Scottish Government policy, supplemented by some lectures and workshops and outdoor learning experience • Minimal contact between university and placement • Assessment- reflective statement on own ability to promote active learning

15. Student Evaluations of the Learning Experience B Ed. 3 PDGE(P) • Focus groups- minimal direction- conducted after placement • Standard module evaluation form • Very positive evaluation of course as a preparation for placement- enjoyed placement • Assessment inappropriate- need to assess student work in placement more consistently • Class evaluation( 25)– with focused discussion topics- conducted before placement • Standard Module evaluation form – after placement • Very positive about peer group learning , outdoor learning, workshops, set reading • Less positive about lack of time available for tutor conducted seminars • Enjoyed placement -Would prefer a placement based assessment

16. Some B.Ed. Quotations • “Books published by people who have researched, nothing to do with government. You get a lot from that, even from people who are American…you can get an idea of something you can put into your own practice” • “ He said a ghost.. I brought in pens, sheets and gave them choice.. so what do you think we should do… so it was very child led.” • The nursery has a health promotion day … and they were getting bags with different types of toys…they could get involved with the child at home”

17. Some B.Ed. Quotations • We had an HMI visit…one of the things they picked up on was there wasn’t enough photographs of the children. You could say you you’ve got enough observation notes.” • “ To be called a professional you have to constantly evaluate and reflect on your work” • “I think you continue to develop as well, going on courses and finding out what’s available and trying to develop your own skills.”

18. Some PDGE(P) Quotations “This method worked well. Good way of gaining new information. Reinforces own learning and discussion and raises different points” “Good to hear about active learning in practice. Effective to hear about how CfE is being used in settings” “ More feedback from tutors on discussion of tasks would have been invaluable”

19. Some PDGE(P) Quotations • “ Interesting. Good hands on approach. Felt more comfortable than sitting in a lecture theatre” ( Workshops) • “ Very good. Gave lots of practical ideas” ( Outdoor learning) • “More opportunities for outdoor learning. Each subject , a session outdoors”

20. Finding Professional Voice BEd 3 – Some success PDGE (P) - unsuccessful • Opportunity to evaluate after placement • Adequate time to assimilate ideas • Opportunity to discuss pedagogy to consolidate understanding • Discussion and written assessments indicated developing criticality and personal values • Evaluation prior to placement • Limited time for assimilation of knowledge and skill development • Many students were focused on subjects / disciplines rather than developmental aspects • The assessment indicated the students tended not to subject government guidance to critical reflection

21. Elements which facilitate development of professional voice • Opportunity to read, assimilate and discuss relevant literature and research • Open discussion around pedagogy and with more experienced colleagues ( Placement and university) • Opportunity to develop practice skill over time • Opportunity to discover own professional values which inform pedagogy

22. Barriers to development of professional voice • The proportion of time allocated to early childhood education ( on campus and in placement) is inadequate • Partnership between university lecturers and placement mentors is underdeveloped • Greater priority needs to be given to developing student criticality and allowing students to express professional values

23. Implications for Scottish ITE Practice • CPD to critically examine current curriculum guidance proposals and strengthen University/placement partnership • A clear message from the Scottish government on the role of the teacher in pre-school • Evaluation of current pilot of an ITE and a CPD qualification focusing on birth to six age range • Reform of ITE (currently under review) which takes account of the above

24. References • Bolton. G. ( 2005) Reflective Practice. Writing and Professional Development. 2nd edition. Los Angeles, London, New Delhi, Singapore. Sage Publications. • Jordan, B (2004) “ Scaffolding learning and co- constructing understandings” in Anning, A. et.al. Early Childhood Education. Society and Culture. London, Thousand Oaks, New Delhi . Sage Publications • HMIE (2009) Improving Scottish Education. A Report by HMIE on Inspection and Review 2005-2008. Edinburgh • Scottish Office ( 1999) A Curriculum Framework for Children 3-5 • Scottish Executive (2004) Curriculum for Excellence . Ministerial Response • Scottish Executive( 2007) Building the Curriculum 2. Active Learning in the Early Years • Scottish Government ( 2010) Building the Curriculum 5. A Framework for Assessment • Stephen, C (2006) Early Years Education: Perspectives from a Review of the International Literature Edinburgh. SEED • Stephen, C (2010) Pedagogy: The silent partner in early years learning. Early Years Vol. 30: 1, 15-28