Journal ArticleDOI
What are the Educational Experiences of 4-Year-Olds? A comparative study of 4-year-olds in nursery and reception settings
TLDR
In this article, the authors explored the reality of educational experiences of 4-year-olds across four different early years settings using a range of observation schedules and interview techniques, and concluded that 4 year-olds in different types of settings appear to experience different educational realities for a number of reasons.Abstract:
In this paper the reality of educational experiences of 4-year-olds is explored across four different early years settings using a range of observation schedules and interview techniques. The impact of the National Literacy Strategy and National Numeracy Strategy on reception practice is compared to those settings not engaging with the formal aspects of these initiatives. The perceived impact of the Curriculum Guidance for the Foundation Stage is also examined and discussed. The study concludes that 4-year-olds in different types of settings appear to experience different educational realities for a number of reasons, which are discussed. How to minimise the differences between the different types of settings in order to achieve greater continuity and progression for 4-year-olds is considered.read more
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幼兒教育（Early Childhood Education）
TL;DR: In this paper, the authors provide a foundation for understanding and guiding children's behaviour, and students learn the principles of guidance and strategies needed to guide behaviour in positive ways, focusing on understanding behaviour and implementing techniques that foster positive relationships and self-esteem, and create opportunities for learning.
A Study of the Transition from the Foundation Stage to Key Stage 1
Dawn Sanders,Gabrielle White,Bethan Burge,Caroline Sharp,Anna Eames,Rhona McEune,Hilary Grayson +6 more
TL;DR: The transition from a play-based approach in the Foundation Stage to a more "structured" curriculum in Key Stage 1 was discussed in this paper, where the introduction of the full literacy hour and the daily mathematics lesson was identified as challenging because it was difficult to get young children to sit still and listen to the teacher.
Journal ArticleDOI
Perspectives on school readiness in rural Ireland: the experiences of parents and children
Ita L. McGettigan,Colette Gray +1 more
TL;DR: In this article, a questionnaire survey was designed to explore the views of parents (n=145) on their child's preschool experiences and readiness for school in rural Ireland, where attendance was mainly on a sessional basis with a small number having full weekly attendance and others no preschool experience.
Journal ArticleDOI
Ready for Reception? The advantages and disadvantages of single‐point entry to school
Sue Rogers,Janet Rose +1 more
TL;DR: The authors reviewed the literature on school starting age, along with related research, and evaluated the findings in the light of the current context, concluding that an early start to education does appear to be beneficial for young children, but the age at which they start may have potentially negative consequences if they are placed in an environment that is not suited to their developmental needs.
References
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幼兒教育（Early Childhood Education）
TL;DR: In this paper, the authors provide a foundation for understanding and guiding children's behaviour, and students learn the principles of guidance and strategies needed to guide behaviour in positive ways, focusing on understanding behaviour and implementing techniques that foster positive relationships and self-esteem, and create opportunities for learning.
Book
Research and the teacher
Graham Hitchcock,David Hughes +1 more
TL;DR: In this article, the authors present a model of social research in schools and classrooms, and discuss access and ethics in school-based research and the role of the teacher in this process.
Book
Supporting language and literacy development in the early years
TL;DR: Literacy begins here language, literature and literacy in two early years settings national requirements and frameworks for language and literacy talking together.