Recontextualising ‘play’ in early years pedagogy : Competence, performance and excess in policy and practice

This paper traces the way discourses within early years policy and practice impose meanings onto the signifier ‘play’. Drawing on Bernstein’s conceptualisation of recontextualising strategies, we explore how these meanings regulate troubling excesses in children’s ‘play’. The analysis foregrounds an underlying question about the hold the signifier ‘play’ maintains within discourses that appear antithetical to traditional understandings of ‘play’. Keywords: play, Bernstein, early years, recontextualising strategies, pedagogic discours

Changes in perceptions of studying for the GCSE among Year 10 and Year 11 pupils

This research aimed to explore whether pupils’ perceptions of studying for the General Certificate of Education (GCSE) altered during the two year period of study of this qualification. Six hundred and forty four pupils from eight schools in Outer London completed a self-report questionnaire on two occasions, once in Year 10 and once in Year 11, which elicited their responses to statements about studying. Overall, throughout the course pupils remained anxious about coursework, examinations and homework and the time required for them. There was little evidence that pupils developed an increased level of understanding about the demands of the GCSE or a wider range of study strategies to support effective learning. That the students in this research remained as uncertain about the demands of coursework and the quality of their work in Year 11 as Year 10 warrants attention from those who plan and deliver the GCSE

Principles under pressure : Student teachers' perspectives on final teaching practice in early childhood classrooms

Global concerns about what constitutes an appropriate curriculum and pedagogy for young children inevitably raises questions for teacher educators and the content of teacher education programmes. These concerns have been particularly visible in England following recent policy initiatives and the resultant ‘academic shovedown’ and ‘high stakes’ performativity culture in schools. Against this background, this article reports on a qualitative study of student teachers’ experiences of their final teaching practice, identifying pressure from a range of sources to deliver a more formalised curriculum than they were prepared for in their university-based courses. Drawing on Bronfenbrenner among others, we consider the socio-political and -cultural sources of pressure linked through human agency, and the implications of these for teacher educators. The study argues that student teachers of young children may be faced with cognitive and emotional dissonance between the content of university-based training on the one hand, which promotes a developmentally appropriate, play-based approach in keeping with the Early Years Foundation Stage (the statutory curricular framework in England), and the reality of pedagogical practice in early years settings on the other

Improving children's behaviour and attendance at school through the use of parenting programmes: an examination of practice in five case study local authorities

he Anti-Social Behaviour Act 2003 introduced new powers for Local Authorities (LAs) to apply for a parenting order to help address children?s poor behaviour in schools. A recent survey suggested that most LAs in England were at a relatively early stage in their preparations for providing an appropriate range of parenting programmes to meet possible demand. On the basis of the survey five LAs were identified which had well developed provision based on contrasting approaches. Two utilised existing programmes available through alternative providers or early years provision, the others offered programmes in schools, one based on well established internationally available materials, the others on content developed in the LA. One of these actively encouraged schools to take over the programme after its initial introduction. The longer term needs relating to parenting programmes are considered in relation to these case studies

Research and evaluation of the behaviour improvement programme

A significant body of research has highlighted problematic behaviour as a major source of discontent among teachers creating difficulties for teaching and learning in some schools. Improving behaviour in school depends on addressing a range of inter-related issues a the whole-school level, in the classroom, and in relation to individual pupils. Evidence suggests that schools with high levels of communal organisation, adopting a whole-school approach, show more orderly behaviour. It is also important for schools to nurture a sense of rights and responsibilities in school cultures. In the longer term, students need to internalise the need for responsible behaviour and value it for the benefits which accrue to themselves as well as others

Improving children's behaviour and attendance through the use of parenting programmes: an examination of good practice

There is powerful evidence that attendance at school and academic performance are positively related and that those who are excluded and do not attend school regularly, whatever the reasons, are more likely to become involved in crime. Recently, much emphasis has been put on the role that parents can play in improving the attendance and behaviour of their children. The Anti-Social Behaviour Act 2003 introduced new powers for Local Education Authorities (LEAs) to apply for a parenting order to help address children's behaviour in school. This court order compels a parent to attend a parenting programme and to fulfil other requirements as determined necessary by the court for improving their child's behaviour

Survey of local authority music services 2005

In 2001, the Department for Education and Skills (DfES) published the White Paper 'Schools: achieving success' within which the Government pledged to ensure thatover time, evey primary school child who wanted to would have the opportunity to learn to play a musical instrument. To deliver this commitment robust, current, data base was required which could be used to provide a baseline for wider opportunities in primary music, prepare the way for changes in Music Standards Fund allocations, enable national benchmarks to be established and complement the Music Services' Guidance as a tool for self-evaluation, development and target-setting

Ability grouping in the secondary school: attitude of teachers of practically based subjects

This research aimed to explore the attitudes of teachers of practically based subjects (arts and sports) towards ability grouping. Teachers from 45 secondary schools adopting different levels of ability grouping completed a questionnaire which elicited their responses to statements of beliefs about ability grouping and its effects. Overall, the physical education teachers exhibited the most positive attitudes towards ability grouping, drama teachers the least, with the music and art teachers in between. The best predictor of teachers’ attitudes was the subject that they taught. These findings support the notion that, overall, teachers of practical subjects have positive attitudes towards mixed ability teaching

Evaluation of voices foundation primer in primary schools

Music education has an important role in contributing towards society's needs in relation to the culture industries and continued development of active and constructive participation in musical activities. In addition to its role in developing musical skills many claims have been made regarding the benefits of music education in relation to a range of transferable skills

Gender differences in musical instrument choice

Historically, there have been differences in the musical instruments played by boys and girls with girls preferring smaller, higher pitched instruments. This paper explores whether these gender preferences have continued at a time when there is greater gender equality in most aspects of life in the United Kingdom. Data were collected from the 150 Music Services in England as part of a larger survey. Some provided data regarding the sex of pupils playing each instrument directly. In other cases, the pupils’ names and instruments were matched with data in the national Common Basic Data Set to establish gender. The findings showed distinctive patterns for different instruments. Girls predominated in harp, flute, voice, fife/piccolo, clarinet, oboe, and violin and boys in electric guitar, bass guitar, tuba, kit drums, tabla and trombone. The least gendered instruments were African drums, cornet, French horn, saxophone and tenor horn. The gendered pattern of learning was relatively consistent across education phases with a few exceptions. A model was developed which sets out the various influences which may explain the continuation of historical trends in instrument choice given the increased gender equity in UK society