A phenomenological study exploring how early childhood pedagogies enable the development of dispositions
Peckham, Kathryn (2021) A phenomenological study exploring how early childhood pedagogies enable the development of dispositions. Doctoral thesis, Birmingham City University.
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Kathryn Peckham - PhD Thesis.pdf - Submitted Version Download (9MB) |
Abstract
Concerned by children disengaging once they transition to the more formal approaches of the school classroom, this small-scale phenomenological study aimed to understand the intrinsic and external effects on engagement as once holistic experiences can become influenced by the attainment of prescribed learning goals. Aiming to understand the potential impact of prematurely formal pedagogies and learning outcomes, it captured children’s evolving responses and wide-ranging potential, troubling their long-term effects.
Over two years, ten children aged between 38-and 48-months at the start of the study, were observed experiencing their final preschool year and their first year of formal schooling within an English Early Years setting and its feeder school. Pedagogical delivery, environmental permissions and social interactions were documented alongside children’s intrinsic and external engagement with 16 dispositions during each of 640 naturalistic observations. Through comparative analysis, the evolving nature of children’s responses emerged alongside the enduring impact of pedagogical delivery and permissions. The effects of environment, choice and peer involvement were illustrated, alongside the predispositions, motivations and inclinations embedding within the children.
Findings explored and presented within the Theory of Lifelong Development –in Childhood (ToLD-C) illustrate the foundational importance of early pedagogy, as well as the contextual and social limitations placed on learning experiences. As the impact of these learning experiences, and their developing impact on life trajectories are considered, this study calls for increased discourse to trouble the suitability of early formal approaches and to address the impact felt on life-long learning by many. In support of a dispositional approach that recognises children’s wide-ranging abilities and need for engaged, motivated learning the Method of Improved Childhood Engagement (MICE) is presented. Utilising its unique insights and methods, supportive developmental views of children are offered along with practices to structure targeted interventions and reflective practice throughout the primary age phase.
| Item Type: | Thesis (Doctoral) | ||||
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| Uncontrolled Keywords: | Childhood, Engagement, Disposition, Development, Phenomenology | ||||
| Subjects: | CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education | ||||
| Divisions: | Faculty of Health, Education and Life Sciences > School of Education and Social Work Doctoral Research College > Doctoral Theses Collection |
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| Depositing User: | Kip Darling | ||||
| Date Deposited: | 03 Nov 2021 11:25 | ||||
| Last Modified: | 12 Jan 2022 17:22 | ||||
| URI: | https://www.open-access.bcu.ac.uk/id/eprint/12370 |
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