SPEEL Project Description
BACKGROUND
The DfES has commissioned a team of researchers at APU to investigate effective pedagogy in the early years to link with the Early Learning Goals and Foundation Stage Curriculum Guidance. This is an exciting venture because, although much has been written about the curriculum and about young children and their development, the area of ‘pedagogy’ (the practitioners’ role as educators) is currently less well developed.
PROJECT AIM
The aim of the research project is to identify and detail the main meanings behind, and components of, effective pedagogy in the early years. To date, we have developed an early draft Framework of Effective Pedagogy. The full Framework is expected to be presented to the DfES/QCA towards the end of September and is intended to contribute to the on-going development of practitioners’ expertise in the Foundation Stage.
FRAMEWORK
The Framework has been produced through intensive fieldwork and analysis, as well as literature reviews, observations, interviews, settings documents and reflective dialogues. Parents’ views have been sought through a questionnaire and throughout the 9 months of its duration, the project has also been supported by an Expert Advisory Group.
The DfES has commissioned a team of researchers at APU to investigate effective pedagogy in the early years to link with the Early Learning Goals and Foundation Stage Curriculum Guidance. This is an exciting venture because, although much has been written about the curriculum and about young children and their development, the area of ‘pedagogy’ (the practitioners’ role as educators) is currently less well developed.
PROJECT AIM
The aim of the research project is to identify and detail the main meanings behind, and components of, effective pedagogy in the early years. To date, we have developed an early draft Framework of Effective Pedagogy. The full Framework is expected to be presented to the DfES/QCA towards the end of September and is intended to contribute to the on-going development of practitioners’ expertise in the Foundation Stage.
FRAMEWORK
The Framework has been produced through intensive fieldwork and analysis, as well as literature reviews, observations, interviews, settings documents and reflective dialogues. Parents’ views have been sought through a questionnaire and throughout the 9 months of its duration, the project has also been supported by an Expert Advisory Group.