Evaluating the Foundation Phasekey findings on practitioner andstakeholder views on the futureof the Foundation Phase (original) (raw)
Related papers
Evaluating the Foundation Phase: Final Report
2015
The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range of mixed methods at a national and local scale.
Evaluating the Foundation Phase: Annual Report 2011/12
2014
The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range of mixed methods at a national and local scale.
2005
This study would not have been possible without the support of a good number of people.We are grateful to Laura Manni and Sofka Barreau for some analysis and advice; Sandra Mathers for training of researchers on the ECERS R, ECERS E and CIS observational instruments; Helen Taylor for the analysis of ECERS R, ECERS E and CIS observational data and Daniel Tiplady the Welsh translation during the project and of the final report. We are particularly grateful to the pilot settings, their staff and parents for responding to our requests for information and all the advisors, EYDCPs, Directors of Education and governors who completed questionnaires and gave of their time so generously. We are also grateful for the information we received from the non-maintained sector Associations and the Welsh Assembly Government, Foundation Phase Team. Curriculum and Pedagogy 47 6.
Implementing curriculum reform in Wales: the case of the Foundation Phase
Oxford Review of Education, 2016
The Foundation Phase is a Welsh Government flagship policy of early years education (for 3 to 7year old children) in Wales. Marking a radical departure from the more formal, competency-based approach associated with the previous Key Stage 1 National Curriculum, it advocates a developmental, experiential, play-based approach to teaching and learning. The Learning Country: a Paving Document (NAfW 2001) notes that following devolution, Wales intended to take its own poli di e tio i o de to get the est fo Wales. Buildi g o a th ee-year mixed methods independent evaluation of the Foundation Phase we discuss in detail the aims and objectives of the Foundation Phase, including the context to its introduction, the theory, assumptions and evidence underlying its rationale, and its content and key inputs. We then contrast this with how the Foundation Phase was received by practitioners and parents, how it has been implemented in classrooms and non-maintained settings, and what discernible impact it has had on young hild e s edu atio al out o es. The pape o ludes ith a iti al a al sis of the poli p o ess and identifies a number of contextual issues during the inception of the Foundation Phase that has, it could be argued, constrained its development and subsequent impact. We argue that these constraints are associated with an educational policy landscape that was still in its infancy. In order fo futu e edu atio poli to get the est fo Wales a u e of i po ta t lesso s ust e learnt.
Education 3-13, 2021
This article reports on a research project which investigated early years practitioners' perspectives of best practice and effective provision in relation to the Understanding the World area of learning of the Early Years Foundation Stage. This area of learning focuses on 'People and Communities', 'The World', and 'Technology'. A mixed methods approach utilising an online survey and semi-structured interviews generated data from early years practitioners located in nurseries and primary schools in Stoke-on-Trent, England. Practitioners' views were ascertained along with the identification of perceived obstacles impeding children's learning, social and cognitive development, and attainment.
Supporting the Implementation of the Foundation Phase through Effective Professional Development
Cylchgrawn Addysg Cymru / Wales Journal of Education
There is a growing evidence base linked to high quality and effective practice which supports and enhances children's outcomes (socio-emotional and cognitive development) in Early Childhood Education and Care (ECEC, 0–8 year olds). It includes the recognition of important aspects of quality, its measurement and the characteristics of effective educators. More specifically, new understandings about the practices and pedagogies which make a real difference to children's outcomes are emerging, including the importance of relational and intentional pedagogies and the educators' engagement with and promotion of sustained shared thinking (SST) within their classrooms/settings. The extant literature, together with a growing but still developing discourse around effective professional development (PD), could usefully inform future directions within the sector in Wales, and support the successful implementation of the Foundation Phase (3–7 year olds).
Children's Experiences of the Early Years Foundation Stage: Research Brief
PsycEXTRA Dataset
Background This project aimed to gather examples of children's perspectives on their experiences in a range of early years settings, and to consider what these perspectives tell us about the effectiveness of the Early Years Foundation Stage (EYFS) (DCSF, 2008). Throughout the EYFS framework, emphasis is placed on understanding the individuality of each child, and the theme of 'A Unique Child' states that 'all children have an equal right to be listened to and valued in the setting' (DCSF, 2007). In this research, particular consideration was given to play-based learning, outdoor provision and children's participation, linked to the six Areas of Learning in the EYFS 1. The findings contribute to an independent review of the EYFS, led by Dame Clare Tickell from September 2010. Context Researchers worked with one hundred and forty-six children aged between three and five in different types of early years settings across four local authorities in England. The sample comprised sixteen settings, including one Steiner 2 setting. The methodology was designed to explore children's perceptions of their experiences, and to relate these perceptions to the EYFS. Researchers spent time with children, talking to them and sharing in activities. They then focused on the things that seemed to be most important to the children, for example the kinds of play they were keen to show us and/or talk about. Further analysis involved identifying appropriate ways of connecting children's talk with the abstract concepts, language and assumptions of the EYFS and early years professionals. Key Findings To what extent and in what manner are children's experiences in early years settings based around play and how enjoyable are those experiences? o Children talked about a range of play, including 'pretend' play, construction, drawing and painting, computer games and football. Children's access to such experiences seemed to vary considerably from setting to setting. o Play can be linked to all six Areas of Learning and Development, but children conveyed most enjoyment of play linked to Creative Development, Knowledge and Understanding of the World, Physical Development and aspects of Communication Language and Literacy. 1 The EYFS specifies learning and development requirements that early years providers must deliver by law. The requirements include Early Learning Goals and educational programmes, organised in six Areas of Learning: Personal, Social and Emotional Development; Communication, Language and Literacy; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Physical Development; and Creative Development. o Many children we spoke to did not recognise the setting record as their own and some children were unhappy that they could not understand the written information.