Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
The skills children need to cope with the transition process
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Area of Chosen Focus for Level 6 Research Project.
The area of focus for this research project is on the support children receive from practitioners during transition from nursery to reception class in school. This transition in particular is usually passed over as a horizontal transition “these types of transition often involve frequent changes between settings within relatively short time frames” (Fabian and Dunlop, 2007, p.35.) Because for many children the transition happens within the same setting, as a consequence has led to minimum research into this area. In contrast most research is focused on the transitions for children entering into Key Stage One a year later “transition needs planning for over time, if the needs of all concerned are to be fully met.” (Fisher, 2010, p.44). Nevertheless the nursery to reception transition is an emotionally and socially traumatic time for children who are still developing. Fabian and Dunlop (2007, p.3) support this “transfer between phases of education or school, both socially and academically can be a critical factor in determining children’s future progress and development”. Due to the nature of the transition children require certain support from the practitioners socially and emotional making this research worthwhile investigation into practice. Allingham (2011, p.7) promotes that practice that focuses sole on curricular target loses sight of how it impacts on the child.
Proposed Title of the Research Project. (RT)
The research project title is; How does stakeholders practice provide support socially and emotionally to children in their transition from nursery to reception class.
Proposed Research Questions (RQ).
“Qualitative researchers avoid going into a study with hypot...
... middle of paper ...
...rs. Berkshire: Open University Press.
Cohen, L., Morrison, K. and Manion, L. (2011) Research Methods in Education. 7th ed. London: Routledge.
Dowling, M. (1995) Starting school at 4: a shared endeavour. London: Paul Chapman.
Dunlop, A.W. and Fabian, H. (ed.) (2007) Informing Transitions in the Early Years: Research, policy and practice. Berkshire: Open University Press.
Fisher, J. (2010) Moving on to Key Stage One. Berkshire: Open University Press.
Gillham, B. (2000) Developing a questionnaire. London: Continuum.
Jupp, V. and Sapsford, R. (ed.) (2006) Data Collection and Analysis. 2nd ed. London: Sage Publications Ltd.
Lambert, M. (2012) A Beginner’s Guided to Doing Your Education Research Project. London: Sage Publications Ltd.
Walliman, N. (2005) your research project: a step-by-step guide for the first-time researcher. 2nd ed. London: Sage Publications Ltd.
Rugg, G., & Petre, M. (2007). A gentle guide to research methods. Maidenhead: McGraw-Hill/Open University Press.
A significant facet of an early childhood professional is the ability to work with families. This however can be an area in which many professionals entering into the field can feel inadequate. In order to fully support all areas of a child’s performance as a professional it is critical to work with their families. In order to effectively work with families, you must be able to understand the diversity and complexity of families.
Robins, A. and Callan, S. (2010). Managing Early Years Settings: Supporting and Learning Teams. London: Sage.
The Child Development Center of College of San Mateo provides early care and educational programs for children between the ages of 3 to 5 years old. Children are divided into classrooms with a “master” teacher, a “regular” teacher, and two or three “associate” teachers. Klara attended Classroom, “A,” a stimulating and well-resourced classroom. Klara was observed for two hours on Monday from 9 am to 11 am and for two hours on Wednesday from 9 am to 11 am. During these two hours, classroom activities consisted of “free time,” “story time,” and an outside “play time.” A “master” teacher, a “regular” teacher, and two “associate” teachers were present during observations. Additionally, a total of eighteen children were in attendance during the observed days.
This Transition Summary provides ideas and information on how students, families, school personnel, service providers, and others can work together to help students make a smooth transition. In particular, this document focuses on creative transition planning and services that use all the res...
Babbie, E. (2007) The Practice of Social Research. Thomson Higher Education. Belmont. (USA) Eleven Edition.
The Aims and objectives of educational research can be to “improve practice”, which may be suggestions that arise from current research. It can also help “add knowledge” which may be adding information to existing knowledge or adding to other research projects. Research can “address gaps in knowledge”, this means highlighting areas absent or which lack from other research projects. Educational research can also “expand knowledge”, this can be finding out new information or improving, existing knowledge, this knowledge can also be “replicated”, repeating previous research to certify it. Finally educational research can “add voices of individuals to knowledge”, this is important to gain the views and opinions of people within a research area in order to “understand issues within their own concept” (Creswell 2002, in Chaudhary 2013, p.2).
As early childhood educators, we have many responsibilities to countless people and institutions. The most important responsibility that has been reinforced to me over the years is the responsibility for the well-being of children. Not simply the ones in my care, but all children everywhere. This can be accomplished in many ways such as advocacy. Organizations such as NAEYC, of which I am a member, engage in collective public policy advocacy which involves speaking out for and participating in activities that support and protect vulnerable populations such as children (Freeman, Decker & Decker, 2013). By volunteering at the Judy Center and after-school enrichment programs such as Bridges, I have had to opportunity and privilege to meet and collaborate with many wonderful social workers, advocates, and others who toil so diligently to improve the lives of children. “Helping young children become what they are capable of becoming is what the field of early childhood is all about,” (Colmer, Waniganayake, & Field, 2014, 103). In order to accomplish this, early childhood professionals need to continue to grow and develop as professionals. And so, the professional development of every early childhood professional needs to be seen as a lifelong task (Livingston, 2014). Research shows that teachers with more preparation for teaching are more confident and successful with students than
Veale, F. (2013). Early years for Level 4 & 5 and the Foundation Degree. London: Hodder Education.
Middle childhood is defined a number of ways, but perhaps best defined as the ages 6 to 12 years of age or prepubescent to pubescence Middle childhood is a challenging time and a major challenge is social constructs, as this is the earliest time when children begin to move away from parental influences and establish more meaningful peer and other adult relationships. It signifies a new set of social contacts with adults and other children as well as a wider variety of settings than those that characterize early childhood. Children begin to see themselves as a part of a bigger whole. Peer influences can become more powerful than the adults in the children’s life and impact their sense of self. Grouping is established and teasing of others groups and children begins to take hold in establishing social ranking. This can be a critical time for children and a great time for a social work practitioner to implement interventions to assist vulnerable children. However, a child who has one or two adults or trustworthy peers to whom she may turn may learn that peers cannot necessarily be trusted to give her good feedback. (website) Providing a setting were children could expand their ideas, make like minded friends and have the mentoring of trustworthy adults can transition children into the next developmental phase. They begin to look at different perspectives and can see another point of view. The world opens up before them, while this is an exciting time; it is also perhaps the most turbulent.
...S., … Killen, R. (2009). Professional Practice in Primary Education. South Melbourne, VIC: Cengage Learning Australia Pty Limited.
...determine what the explicit question is, know how best to answer the question via an approach of induction or deduction and relay them accordingly to a suitable design. There should be rationale for each stage of the study. Data collection tools used must be appropriate to answer the research question or objectives. Data analysis and interpretation must be transparent. Bias should be reduced as much as possible. The researcher must address all the ethical principles. Both qualitative and quantitative methods have differential strengths and weaknesses. It is important to understand that no single paradigm will tackle all the questions. Both qualitative-based and theory-based research methods serve together to achieve better understanding of human world. Developing a research study is like doing a jigsaw. The component parts need to be viewed and then they must
In this unit, I have described how important it is for every child to be treated as an individual. A child will learn, be confident and self-assured if they feel safe, happy, valued and accepted. It is important that every child has their individual needs met so that they are able to progress in their development. I have explained how important a key person’s role is in an early years setting in supporting children and their families. Activities should always be differentiated so that all children including children with disabilities and impairments are included in all activities. It is important that children are kept safe and secure to promote their physical and emotional well-being. All these factors put together are important when viewing every child as a unique individual.
Traditional research has broad topic, in contrast to action research that has a specific topic in a specific classroom, school or school district. This paper addressed both traditional and action research, their features and their influence on education. Within the paper there were comparisons between quantitative, qualitative, and action research and how they may be used within the school setting. As a result, educators and researcher can conduct research that may be used to make efficient and effective decisions to make positive changes.
It is vital that in any setting there is good and clear communication between a setting/early years practitioner and the parents. By working together, it gives each child the best possible chance to develop to their full potential. In an early years setting it is imperative that they have an environment that is set up to support physical development. Practitioners can support parents in many ways to help with further development at home (Spencer, K, & Wright, P. 2014).