ERIC Number: ED366414
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
A Descriptive Analysis of the Development of Reflective Practice in Early Years Classrooms.
A 1-year research project was designed to analyze an early childhood teacher's current teaching practices within a framework of existing theories and to address unexpected or anomalous situations by constructing and testing new categories of understanding, strategies of action, and ways of framing problems. The main teacher concern addressed by the project dealt with the increasing difficulty of promoting a developmental curriculum alongside Britain's national curriculum. Classroom observations and consultations revealed that it was important that: (1) children be enabled to take more control over their learning; (2) play be seen as the child's "work"; (3) the role of the teacher should incorporate more time for observation and intervention; (4) sufficient examples of work be collected to provide evidence of the quality and progression of the children's learning experiences; and (5) the requirements of the national curriculum be met. (MDM)
Descriptors: British National Curriculum, Conceptual Tempo, Curriculum Problems, Developmentally Appropriate Practices, Educational Practices, Educational Theories, Elementary School Curriculum, Elementary School Students, Foreign Countries, Primary Education, Teacher Attitudes, Teacher Role, Teaching Methods
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the European Conference on the Quality of Early Childhood Education (3rd, Reading, England, United Kingdom, 1993).