Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570425
Title: Children's changing perceptions over the course of the transition from the Foundation Stage to Key Stage 1
Author: Howe, Sarah
Awarding Body: University of Roehampton
Current Institution: University of Roehampton
Date of Award: 2013
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Abstract:
In this thesis I examine the way in which the changing contexts of the Foundation Stage and Key Stage 1 affect children’s perceptions of school and of themselves when they make the transition from Reception to Year 1. Working with 11 children out of a class of 30 who made the transition from the Reception to Year 1 in a two form entry school situated in an outer borough of London, I employed a variation of the ‘Mosaic Approach’ (Clark and Moss 2001 ) to gather data with the children using photographs, tours, observations and conversations. In order to understand the changing context I gathered further information through interviews with the children’s teachers and parents and examined documentary evidence from government and school concerning the Foundation Stage and Key Stage 1. Focusing on the interplay between structure and agency, I undertook an iterative approach to analysis between the field data and literature, which indicated that even small adjustments in teaching styles effected changes in children’s ideas about learning through both play and work. The findings also point to links between children’s understandings of identity as being either fixed or flexible, their individual priorities and the way in which they experience the transition. The findings from this thesis support the view that it may be more important in Year 1 to focus on a pedagogy aimed at developing flexible mastery orientations to learning using children’s interests as a basis for planning than delivering pre-determined curriculum content.
Supervisor: Brehony, Kevin ; Alexander, Elise Sponsor: Froebel Trust
Qualification Name: Thesis (Ph.D.) Qualification Level: Thesis
EThOS ID: uk.bl.ethos.570425  DOI: Not available
Keywords: Foundation stage ; Key Stage 1 ; Children's perceptions
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