Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school

Nicholson, P. (2018) Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school. Education 3-13, 47 (4). ISSN 0300-4279

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Abstract

This study explored teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition from Reception to Year 1. Data were collected through interviews with one Early Years Foundation Stage (EYFS) and one Year 1 teacher in the same setting. A questionnaire distributed to Year 1 children (n = 23) provided supplementary data. Findings revealed that teachers and pupils were aware of pedagogical discontinuity in the transition from EYFS to Year 1. Teachers attributed pedagogical discontinuity to the constraints of the National Curriculum. Pressures to ensure children are ‘school ready’ also have implications for bridging pedagogical discontinuity through play.

Item Type: Article
Additional Information: © 2018 Taylor & Francis. This is an author-produced version of a paper published in Education 3-13 uploaded in accordance with the publisher's self-archiving policy.
Keywords: Pedagogical discontinuity, transition, bridging, play-based pedagogy, national curriculum
Divisions: School of Social Science
Depositing User: Phil Nicholson
Date Deposited: 03 Jul 2018 08:12
Last Modified: 14 Jan 2020 07:30
URI: http://bgro.repository.guildhe.ac.uk/id/eprint/324

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