Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790432
Title: The positions adults take in the teaching and learning relationship with young children : a psychosocial perspective
Author: Gilson, C. J.
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
Early years education in the UK is characterised by diversity of provision and a workforce that includes people with different skills, qualifications and responsibilities. The role of the early years practitioner is thus often complex and challenging. This study aims to explore the roles that the adult takes in the teaching and learning relationship with young children aged between 3-5 years old in England. Both the methodology and analysis were informed by psychoanalytic perspectives on education, in particular the work of Klein and Winnicott. A stratified sample was used to get a broad range of perspectives including parents and practitioners from a variety of settings. Two interviews were conducted with each participant over a period of four months, a conventional semi-structured interview followed by an interview using film elicitation as a prompt for discussion. The eighteen interviews yielded findings which suggested that adults, particularly practitioners, invested in certain aspects of the relationship, such as the expression of rational thought through verbal interaction, and avoided other aspects, notably the emotional dimension of the relationship, especially difficult emotions such as frustration and loss. The study suggests that the privileging of certain aspects of the pedagogic relationship and the exclusion of others results in an unstable and fragmented view of the practitioner's role which does not take into account the complexity of the job and the emotionality of the pedagogic relationship for all adults involved, practitioners as well as parents. These findings have implications for the training and ongoing professional development of early years practitioners.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790432  DOI: Not available
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