Children’s Changing Perceptions over the course of the Transition from the Foundation Stage to Key Stage 1

Hdl Handle:
http://hdl.handle.net/10142/279054
Title:
Children’s Changing Perceptions over the course of the Transition from the Foundation Stage to Key Stage 1
Authors:
Howe, Sally
Abstract:
In this thesis I examine the way in which the changing contexts of the Foundation Stage and Key Stage 1 affect children’s perceptions of school and of themselves when they make the transition from Reception to Year 1. Working with 11 children out of a class of 30 who made the transition from the Reception to Year 1 in a two form entry school situated in an outer borough of London, I employed a variation of the ‘Mosaic Approach’ (Clark and Moss 2001 ) to gather data with the children using photographs, tours, observations and conversations. In order to understand the changing context I gathered further information through interviews with the children’s teachers and parents and examined documentary evidence from government and school concerning the Foundation Stage and Key Stage 1. Focusing on the interplay between structure and agency, I undertook an iterative approach to analysis between the field data and literature, which indicated that even small adjustments in teaching styles effected changes in children’s ideas about learning through both play and work. The findings also point to links between children’s understandings of identity as being either fixed or flexible, their individual priorities and the way in which they experience the transition. The findings from this thesis support the view that it may be more important in Year 1 to focus on a pedagogy aimed at developing flexible mastery orientations to learning using children’s interests as a basis for planning than delivering pre-determined curriculum content.
Publisher:
Roehampton University
Issue Date:
2012
URI:
http://hdl.handle.net/10142/279054
Type:
Thesis or dissertation
Language:
en
Appears in Collections:
PhD Theses

Full metadata record

DC FieldValue Language
dc.contributor.authorHowe, Sallyen_GB
dc.date.accessioned2013-04-05T08:34:45Z-
dc.date.available2013-04-05T08:34:45Z-
dc.date.issued2012-
dc.identifier.urihttp://hdl.handle.net/10142/279054-
dc.description.abstractIn this thesis I examine the way in which the changing contexts of the Foundation Stage and Key Stage 1 affect children’s perceptions of school and of themselves when they make the transition from Reception to Year 1. Working with 11 children out of a class of 30 who made the transition from the Reception to Year 1 in a two form entry school situated in an outer borough of London, I employed a variation of the ‘Mosaic Approach’ (Clark and Moss 2001 ) to gather data with the children using photographs, tours, observations and conversations. In order to understand the changing context I gathered further information through interviews with the children’s teachers and parents and examined documentary evidence from government and school concerning the Foundation Stage and Key Stage 1. Focusing on the interplay between structure and agency, I undertook an iterative approach to analysis between the field data and literature, which indicated that even small adjustments in teaching styles effected changes in children’s ideas about learning through both play and work. The findings also point to links between children’s understandings of identity as being either fixed or flexible, their individual priorities and the way in which they experience the transition. The findings from this thesis support the view that it may be more important in Year 1 to focus on a pedagogy aimed at developing flexible mastery orientations to learning using children’s interests as a basis for planning than delivering pre-determined curriculum content.en_GB
dc.description.provenanceSubmitted by Phil Jones (philip.jones@roehampton.ac.uk) on 2013-04-05T08:34:13Z No. of bitstreams: 3 Howe, Sally_Final Thesis.pdf: 2561526 bytes, checksum: ec3bdc6cccd643a4522cc39df0239cbb (MD5) license_rdf: 20325 bytes, checksum: c7f3e3c064c19e93e905bbb07856484c (MD5) license_text: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)en
dc.description.provenanceApproved for entry into archive by Phil Jones (philip.jones@roehampton.ac.uk) on 2013-04-05T08:34:45Z (GMT) No. of bitstreams: 3 Howe, Sally_Final Thesis.pdf: 2561526 bytes, checksum: ec3bdc6cccd643a4522cc39df0239cbb (MD5) license_rdf: 20325 bytes, checksum: c7f3e3c064c19e93e905bbb07856484c (MD5) license_text: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)en
dc.description.provenanceMade available in DSpace on 2013-04-05T08:34:45Z (GMT). No. of bitstreams: 3 Howe, Sally_Final Thesis.pdf: 2561526 bytes, checksum: ec3bdc6cccd643a4522cc39df0239cbb (MD5) license_rdf: 20325 bytes, checksum: c7f3e3c064c19e93e905bbb07856484c (MD5) license_text: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2012en
dc.language.isoenen
dc.publisherRoehampton Universityen
dc.subjectFoundation stageen_GB
dc.subjectKey Stage 1en_GB
dc.subjectChildren's perceptionsen_GB
dc.titleChildren’s Changing Perceptions over the course of the Transition from the Foundation Stage to Key Stage 1en_GB
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen
dc.type.qualificationlevelDoctoralen
This item is licensed under a Creative Commons License
Creative Commons
All Items in RURR are protected by copyright, with all rights reserved, unless otherwise indicated.