Little Changes, Big Results: The Impact of Simple Changes to Early Years Learning Environments

Autor/inn/en	Hayes, Nóirín; O'Neill, Sandra
Titel	Little Changes, Big Results: The Impact of Simple Changes to Early Years Learning Environments
Quelle	In: Early Years: An International Journal of Research and Development, 39 (2019) 1, S.64-79 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2017.1342223
Schlagwörter	Intervention; Preschool Education; Foreign Countries; Urban Areas; Disadvantaged; Preschool Teachers; Early Childhood Education; Educational Quality; Educational Improvement; Mentors; Faculty Development; Educational Environment; Educational Change; Educational Practices; Program Descriptions; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Ausland; Urban area; Stadtregion; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsreform; Bildungspraxis
Abstract	The Strengthening Foundations of Learning (SFL) project is an early years CPD intervention and part of the wider Preparing for Life (PFL) Initiative in an area of urban disadvantage in Dublin, Ireland. Working within the context of the "Aistear" curriculum framework, and building on research evidence on the importance of practitioners to quality Early Childhood Education (ECE), the primary aim of the project is to improve the quality of early years practice. The two-year project provides a complex training and mentoring programme to educators in order to deliver 'the best outcomes for children'. This paper presents findings from the evaluation of the 'learning environment' strand. The findings indicate that the embedded nature of CPD used in the SFL project has resulted in positive changes in early years practice and pedagogical language. Mid-term results suggest that participants are providing improved early learning environments and responding to learning opportunities in a more focused and informed way. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01