Literaturnachweis - Detailanzeige
| Autor/inn/en | Nicholson, Philip; Hendry, Helen |
|---|---|
| Titel | A Pedagogical Meeting Place or a Problem Space? Extending Play-Based Pedagogy in Year One |
| Quelle | In: Education 3-13, 50 (2022) 2, S.184-196 (13 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Nicholson, Philip) ORCID (Hendry, Helen) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0300-4279 |
| DOI | 10.1080/03004279.2020.1840608 |
| Schlagwörter | Grade 1; Elementary School Students; School Readiness; Play; At Risk Students; Intervention; Preschool Education; Foreign Countries; Transitional Programs; Barriers; Student Behavior; Program Effectiveness; Grouping (Instructional Purposes); United Kingdom (England) |
| Abstract | School readiness performance measures, such as the Good Level of Development (GLD), are increasingly associated with children's readiness to start formal learning, presenting challenges for supporting the transition to compulsory school. This research focuses on how an English primary school extended play-based pedagogy into Year One for children who did not achieve a GLD. Over a period of six-months, regular observations and interviews with senior leaders and teachers were carried out. The data cautions against an over-reliance on the GLD and identifies a number of challenges associated with extending play-based pedagogy into Year One when it is positioned as an intervention. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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