Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.753497
Title: Spatially democratic pedagogy : a pedagogical intervention to support children's design and co-creation of classroom space : a new trajectory for Froebel's kindergarten spaces?
Author: Clement, Jennifer Leigh
ISNI:       0000 0004 7426 5896
Awarding Body: Canterbury Christ Church University
Current Institution: Canterbury Christ Church University
Date of Award: 2017
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Abstract:
The Foundation Phase curriculum framework was introduced by the Welsh Government in 2010 (and revised in 2015). It applies to all children aged 3 to 7 years in Wales and includes a number of additional pedagogies and rights based approaches which support more participatory understandings of learning and the child (WG, 2015). However, these additional pedagogies are expected to be played out within existing constructions of space. Dominated by continuous provision, spaces are to include sand, water, writing, construction and role-play. Recently rebranded as "Learning Zones" (Taylor et al, 2015), these spaces are becoming increasingly structured around a centralised concept of space, activity and outcome, creating a paradox by framing both space and pedagogy as prescribed and not participatory. In response this PhD explores Spatially Democratic Pedagogy (Clement, 2017) as an alternative approach to the construction of classroom space. Using Froebel's (1899) communal gardens as the pedagogical blueprint and reflecting them through recent sociomaterial (Fenwick, 2011) and democratic (Moss, 2014) understandings of learning and space, this research aims to support children in the design and co-creation of their classroom space. Its Design Based Research frame (Reimann, 2011) aims to, “solve real-world problems through the design, enactment and analysis of an intervention” (DBR Collective, 2003). Current constructions of classroom space within the Foundation Phase were found to be complicit in restricting children and teachers' ability to participate in learning. Notably, co-creating space with children, based on their designs, appeared to offer opportunities to support participatory practice. This research contends it is the construction of space that is important when considering participatory practice within the Foundation Phase.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.753497  DOI: Not available
Keywords: L Education ; LB1140 Preschool education. Nursery schools
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