NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ917453
Record Type: Journal
Publication Date: 2011-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0957-5146
Building on the Early Years Foundation Stage: Developing Good Practice for Transition into Key Stage 1
Fisher, Julie
Early Years: An International Journal of Research and Development, v31 n1 p31-42 Mar 2011
The Independent Review of the Primary Curriculum and the independent Cambridge Primary Review both highlight the need to re-think children's educational experiences in English classrooms between the ages of five and seven. Recent government initiatives have led to experiences in these early primary years being adult-directed and often in whole-class groups, with little place for the play and self-initiated learning familiar in the Early Years Foundation Stage, which regulates education from birth to five years. This discontinuity in pedagogy has led to concerns at national and local levels. This article describes the efforts of teachers in one English local authority to develop practice in their classrooms which was less formal and teacher-led and which responded more to the needs and interests of individual children. It describes the reasons for teacher participation in the project, the barriers that they faced and the outcomes for both teachers and children. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)