A pedagogical meeting place or a problem space? Extending play-based pedagogy in Year One

Nicholson, Philip and Hendry, Helen (2022). A pedagogical meeting place or a problem space? Extending play-based pedagogy in Year One. Education 3-13, 50(2) pp. 184–196.

DOI: https://doi.org/10.1080/03004279.2020.1840608

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.

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• Item ORO ID
• 73611
• Item Type
• Journal Item
• ISSN
• 0300-4279
• Keywords
• transition; readiness; Good Level of Development; Year One; play-based pedagogy
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
  Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Copyright Holders
• © 2020 ASPE
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• Jisc Publications-Router
• Depositing User
• Jisc Publications-Router