A pedagogical meeting place or a problem space? Extending play-based pedagogy in year one

Nicholson, P. and Hendry, H. (2020) A pedagogical meeting place or a problem space? Extending play-based pedagogy in year one. Education 3-13. ISSN 0300-4279

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Abstract

School readiness performance measures, such as the Good Level of Development (GLD), are increasingly associated with children’s readiness to start formal learning, presenting challenges for supporting the transition to compulsory school. This research focuses on how an English primary school extended play-based pedagogy into Year One for children who did not achieve a GLD. Over a period of six-months, regular observations and interviews with senior leaders and teachers were carried out. The data cautions against an over-reliance on the GLD and identifies a number of challenges associated with extending play-based pedagogy into Year One when it is positioned as an intervention.

Item Type: Article
Additional Information: © 2020 Taylor and 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: transition, readiness, Good Level of Development, Year One, play-based pedagogy
Divisions: School of Social Science
Depositing User: Phil Nicholson
Date Deposited: 20 Oct 2020 10:40
Last Modified: 05 Nov 2020 09:49
URI: https://bgro.repository.guildhe.ac.uk/id/eprint/779

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