Seeing Clive………..
Today, I saw Clive and expanding on the summarising that I am making of the research I am reading, I am going to create an extra column and make notes of the types of methodologies that the authors/researchers are using when making their reports. I will then wish to include this as a section under my Literature Review and possibly when I come to carry out my methodology, I will be able to see what ideas were used and relate them to my Independent Study. This will therefore enable me to move into my methodology section smoothly, allowing my report to flow and for an obvious link to be seen between the two parts.
Monday, December 04, 2006
Elkind, D 1979 The Child and Society, New York: Oxford University Press
Looks at the affects that social change has on a child’s development. How adults consider social change and the way their attitudes have an affect on children.
The ways, in which generations consider themselves, youths of today are considered as “wilder, freer, more boisterous, and more disrespectful” (1979: 4). Older generations do not remember themselves as being this ‘bad’ when they were youths.
Elkind describes three adult illusions; generational illusion is described as above.
Immediacy illusion, which looks again at the difference between adults and youths, an example given on page 4-5, adults see waiting in a queue or waiting in traffic as a long time, it seems to take an age. Yet, when reflecting on their own lives and their years of growing up, the time seems to have gone so quickly, with the older generation as well, Elkind talks about “The sense of urgency” that time is running out and that something needs to be done now. Adults may believe that youths share this idea. However, Elkind states that youths do not have this sense of urgency. They understand and appreciate the dangers of pollution, global warming, but they do not see the urgency to act and do something about it now!
This links in with the generational illusion as the older generation believe that the younger generation should have the same priorities when, according to Elkind it is not essential that they do.
Homogeneity illusion – Being stereotypical about youths, grouping them as all being the same. When in actual fact, youths are just as diverse as adults. For example on page 6, there are youths who attend church as part of their social life, in comparison to youths who hang out down the park or at the local bowling alley.
The media having an effect on the stereotypical view of youths, as the majority of the time, youths are only talked about as being one type or another. There are no variations or talk about the different types.
Social change affects adults and those adults that are parents then pass this affect onto their children.
The change in schools, “schools too have focused more and more upon making academic achievements, rather than personal adjustment, their primary goal.” (1979: 7). A result of this is the child having to become “competent at an early age”. This happens in both academic areas such as Mathematics, Science and English as well as in sports and outdoor activities, Elkind phrases it as creating “a miniature adult”. This then leads to competition and with this comes the positive and the negative, the failure as well as the success. Many parents urge their children to compete without considering the affects and frustrations it may be causing the child.
Elkind believes that the child’s wants and needs, that were always considered to come above a parents’ is now changing. He names the “child-centred approach to child rearing is rapidly disappearing” (1979: 8). With mother’s going to work instead of staying at home with their children, in this case, Elkind sees the child’s needs and wants becoming second to the parents’. This then leads onto the child, having to gain “emotional independence” at an early stage. A link is then made to divorce, and the divorce rate having increased over the years, and the fact that parents are willing to separate if they are unhappy, not staying together for the sake of the family or for the children.
The use of frames between parents and children, the “rules, expectancies and understandings that operate in repetitive social situations.” (1979: 79) The way frames are formed and established through a child’s social interaction. How these frames vary and differ within different social settings. For example, the lunchtime period at a child’s school has a different frame and a more relaxed ruling than the setting within a classroom.
Looks at the affects that social change has on a child’s development. How adults consider social change and the way their attitudes have an affect on children.
The ways, in which generations consider themselves, youths of today are considered as “wilder, freer, more boisterous, and more disrespectful” (1979: 4). Older generations do not remember themselves as being this ‘bad’ when they were youths.
Elkind describes three adult illusions; generational illusion is described as above.
Immediacy illusion, which looks again at the difference between adults and youths, an example given on page 4-5, adults see waiting in a queue or waiting in traffic as a long time, it seems to take an age. Yet, when reflecting on their own lives and their years of growing up, the time seems to have gone so quickly, with the older generation as well, Elkind talks about “The sense of urgency” that time is running out and that something needs to be done now. Adults may believe that youths share this idea. However, Elkind states that youths do not have this sense of urgency. They understand and appreciate the dangers of pollution, global warming, but they do not see the urgency to act and do something about it now!
This links in with the generational illusion as the older generation believe that the younger generation should have the same priorities when, according to Elkind it is not essential that they do.
Homogeneity illusion – Being stereotypical about youths, grouping them as all being the same. When in actual fact, youths are just as diverse as adults. For example on page 6, there are youths who attend church as part of their social life, in comparison to youths who hang out down the park or at the local bowling alley.
The media having an effect on the stereotypical view of youths, as the majority of the time, youths are only talked about as being one type or another. There are no variations or talk about the different types.
Social change affects adults and those adults that are parents then pass this affect onto their children.
The change in schools, “schools too have focused more and more upon making academic achievements, rather than personal adjustment, their primary goal.” (1979: 7). A result of this is the child having to become “competent at an early age”. This happens in both academic areas such as Mathematics, Science and English as well as in sports and outdoor activities, Elkind phrases it as creating “a miniature adult”. This then leads to competition and with this comes the positive and the negative, the failure as well as the success. Many parents urge their children to compete without considering the affects and frustrations it may be causing the child.
Elkind believes that the child’s wants and needs, that were always considered to come above a parents’ is now changing. He names the “child-centred approach to child rearing is rapidly disappearing” (1979: 8). With mother’s going to work instead of staying at home with their children, in this case, Elkind sees the child’s needs and wants becoming second to the parents’. This then leads onto the child, having to gain “emotional independence” at an early stage. A link is then made to divorce, and the divorce rate having increased over the years, and the fact that parents are willing to separate if they are unhappy, not staying together for the sake of the family or for the children.
The use of frames between parents and children, the “rules, expectancies and understandings that operate in repetitive social situations.” (1979: 79) The way frames are formed and established through a child’s social interaction. How these frames vary and differ within different social settings. For example, the lunchtime period at a child’s school has a different frame and a more relaxed ruling than the setting within a classroom.
Friday, December 01, 2006
This week..........
This week, I have been concentrating on other areas of study and trying to get an essay completed before Christmas, so that I do not have to worry about it over the holidays and can concentrate on my Independent Study.
Over the weekend, I am going to continue with my reading and researching, in order to build up a Literature Review and I can write a draft and blog it over the Christmas, so that in January I have completed this section.
I am hoping to have a meeting with Clive on Monday 4th December, so that I can tell him what stage I think I am at and my new focus of the Independent Study!!!
Actually feeling excited about the Independent Study again!!!!! At this stage anyway!!!!
This week, I have been concentrating on other areas of study and trying to get an essay completed before Christmas, so that I do not have to worry about it over the holidays and can concentrate on my Independent Study.
Over the weekend, I am going to continue with my reading and researching, in order to build up a Literature Review and I can write a draft and blog it over the Christmas, so that in January I have completed this section.
I am hoping to have a meeting with Clive on Monday 4th December, so that I can tell him what stage I think I am at and my new focus of the Independent Study!!!
Actually feeling excited about the Independent Study again!!!!! At this stage anyway!!!!
Friday, November 24, 2006
Morgan, P 1996 Who Needs Parents? The effects of childcare and early education on children in Britain and the USA. London: IEA Health and Welfare Unit
Looks at the idea of third-party childcare as being good and beneficial for the child. States that it is a hard issue to discuss as many get infuriated when questioning that day care/nurseries is “better” or at least “ harmless” compared to “parental care”.
Advantages
Childcare is seen as something that can benefit a child in preparing them for school and in a wider view into adulthood.
Looks into childcare as an Economic Necessity but not the same as Giddens; but rather employers need women to work to prevent the “shrinking numbers in the young workforce” (Edwina Currie, The Times).
Also, children create labour such as clothes and food, which increases jobs and employment. Childcare therefore creates economic advantages as they allow parents to go back to work and also provides jobs such as nursery workers/assistants, teachers, kitchen staff etc.
Page 3 Quotes
“It increases both the labour supply and the demand for labour”.
“Childcare is the most prominent way in which the personal services and functions performed by families are meant to enter the cash economy”.
“Industrialisation necessarily led to the dependence of all social life, and human interrelatedness, upon the market or ‘social production’ so that the population no longer relies upon organisations like family, kin or community.”
Disadvantages (Page 81)
Children that get placed into day care/ nurseries do not grow up with a good relationship with their mothers and this leads to stress and problems later on in life. Childcare is said to lower depression for mothers, but this is related to financial issues rather than actually caring for the child. The mother knows that if she works, the family income will increase and therefore the chance of depression decreases. “Poor parents make anxious parents”.
The changing of roles between the mother and the father and the impact on the family – either sex resulting in depression as they feel their stereotypical role is being questioned.
Chapter 8 deals with the idea of attachment between child and parent and the similarities/differences between the bond created between the two, if a child is placed into day care/nurseries or not – “Strange Situation” (Page 86-87)
Chapter 9 (Page 90)
“Childcare affects children, so employment affects parenting”.
Attachment depends on the following:
- The mother and fathers work patterns
- The parents’ attitudes and behaviour towards their children
- The family environment as a whole – as a family unit/in a home environment
- The child’s behaviour
- The care that the child is given:
1 By parents
2 Who is left to look after the child when parents’ are away?
Since women have increased in numbers within the “labour force” over the last century, it is extremely common to have both parents in full-time employment.
“The amount of ‘total contact time’ between parents and children, is calculated to have dropped 40 per cent for the USA during the last quarter century”. (Page 90)
Therefore, the time spent between the child and the mother/father is/has reduced dramatically. It is hard for parents to not treat their children like objects and to actually form relationships with them, if they are not around that often. If the only time parents get to see and play with their children is the evening when the child is meant to be sleeping it is harder to create and strengthen relationships.
The feeling of guilt within the mother (page 93)
Page 121 – Economic Issues
Children being the workers and employment of the future/ providers of the future, therefore parents should give time to make attachments with their children, as they will be the ones that are in control in the next generation. If they are all suffering from stress and depression due to lack attachment with their parents, then ‘we’ are all to suffer!
Thursday, November 23, 2006
Lakoff, G 2004 Don’t think of an Elephant! Know your Values and Frame the Debate. Vermont: Chelsea Green Publishing
Theory and Application. Framing 101: How to take back Public Discourse
Relating family to politics – the need for democracy, equal rights in a family. Language used such as “Founding Fathers” and sending our “sons” to war. As humans we link politics/universal views to family values.
James Dobson ‘Dare to Discipline’ – Strict Father Model (Dictatorship) – Another link between family and right-wing politics (page 61).
Father tells not asks
President tells not asks
The Nurturant Parent – gender neutral – democracy; both parents equally responsible. Honesty, open-two way communication is fundamental in family as well as in a community, country – progressive values.
Page 14 – Six basic types of progressives. All of which are examples of the nurturant parent morality.
Page 46 (Chapter 3) – What’s in a word? Plenty if it’s marriage
Marriage – the connotations of the word. Life-long relationship, a partnership, family, vows, a home.
Why is same-sex marriage then frowned upon, as all of the above can be both hetero as well as homosexual?
Lakoff discusses sex being involved with marriage and many do not favour the idea of gays or lesbians having sex.
The connotations of same-sex marriage and gay marriage – same meaning but one sounds slightly sordid and represents an “irresponsible lifestyle” whilst the other softens the view that many have about gay marriages. There is something about getting the word into the English language and using it more regularly so that it becomes common and therefore the idea of same-sex marriages will become known more in our culture and society as well as our language.
Refers back to the Strict Father Model – they agree with only heterosexual marriage
Father = Leader:
- Role model to sons
- For daughters a model of what a man should be
On the other hand, the Nurturant Parent Model (two equal parents – democracy) stands for: (Page 48)
- Freedom
- Openness - Strong Progressive Politics
- Cooperation
- Community Development
- Fairness
Nurture children, teach children to nurture others. Although still considers marriage to be between man and woman, it does consider and does not rule out same-sex marriage. Strict Father Families follow tradition and are threatened by same-sex marriages.
Civil Unions allow for an economic unit (a family and a partnership) to be created. However, “gay activists” want their marriages to be accepted like a heterosexual marriage in a church so that they are able to represent their love and be treated with a “sense of normality”; the relationship between politics and personal freedom, under the law “equality includes social and cultural as well as material benefits” (page 49). When one thinks of the two aspects, marriage and family the initial thoughts are concerned with love, care and commitment not economic fairness.
The representation of the media – the way reporter phrases their questions to receive the most interesting and controversial answer. Lakoff talks about the ability to reframe, reframing a question can give a completely different answer.
Should be noted that this is an American resource.
Monday, November 20, 2006
A change in direction….
After reading Giddens and Lakoff, I have decided to focus upon the idea of children within society of today and how the idea of a family unit and the reasoning for having children has changed over time. Specifically, in relation to the idea of a family being seen as an economic unit and the number of children within a family decreasing over time.
I know this focus has differed from my original aim, however I see it as progress rather than a complete change. The process of my Independent Study so far has led me to take this path of direction and I feel I will be able to include and discuss this positive progress within my final piece of my Independent Study.
Books to read and summarise:
After reading Giddens and Lakoff, I have decided to focus upon the idea of children within society of today and how the idea of a family unit and the reasoning for having children has changed over time. Specifically, in relation to the idea of a family being seen as an economic unit and the number of children within a family decreasing over time.
I know this focus has differed from my original aim, however I see it as progress rather than a complete change. The process of my Independent Study so far has led me to take this path of direction and I feel I will be able to include and discuss this positive progress within my final piece of my Independent Study.
Books to read and summarise:
- Woodhead, M, Light, P & Carr, R 1991 Growing up in a Changing Society. London: Routledge
- Cunningham, H 2005 Children and Childhood in Western Society Since 1500. Great Britain: Pearson Education Limited
- Morgan, P 1996 Who need Parents? The effects of childcare and early education on children in Britain and USA. London: The IEA Health and Welfare Unit
A session with Neil and Clive – Methodology
The session today I found useful, I think I found it helpful as it allows collaborative work to be carried out on our Independent Studies. It allows me to gain some reassurance about my ideas and work. The sessions have a sense of ‘togetherness’ about them and I feel this to be good as it shows to me that I am not alone on this project.
Literature Review
The decision NOT to read is as important as the decision to read a piece of text.
Methodologies
In your appendix you can explain methodology and do a paragraph explaining certain aspects of the area, for example, paradigms.
Question and Answer
Rachel: If we use an online journal do we have to state in our references that it was found online or can we just simply give the full reference of the journal if it is available?
Clive: You do not have to state that it was found online; you do not have to actually touch the journal!
Useful question that I would have and have already thought to myself!
Check out Bibliographies advice on WebCT
Reading………
Campbell, R (1996) Literacy in Nursery Education. Staffordshire: Trentham Books Limited
- Looks into the role of storytelling in the classroom. The advantages more than the disadvantages.
- The teacher and the play are relationship – how space is relevant in the child’s education
FOUND THE ABOVE TO NOT BE RELEVANT
Gilkes, J (1987) Developing Nursery Education. Milton Keynes: Open University Press
- Why parents decide upon nurseries
- The purpose of nurseries from when they originally established to their purposes today.
- How nurseries carry out their purposes. What activities they carry and why.
- A structure/curriculum for nurseries
- The need to prepare the child for school.
Anthony Giddens “prized child” http://old.lse.ac.uk/collections/meetthedirector/pdf/23-Jan-02.pdf
- Demographic changes
- Infertility
- Changing patterns of the family unit
A summary of the Giddens talk:
Politics within relationships, the need to have a democracy within a relationship, an equal balance between partners and in decisions about children. The shift of family tradition: “you cannot form a type of family which is so different from traditional families and still call it a family. I think this school of thought, which tends to be, but is not inevitably, linked to rightist political positions, would say that the family is in a state of crisis.”The “prized child”, children are seen as more precious in comparison to tradition where there were many children in one family and they would carry on their fathers work or become house wives. Traditionally, children would contribute to the “economic unit” of the family. However, nowadays family is seen more as “a set of relationships based much more upon communication and especially based upon emotional communication.”
Partners in relationships: same sex, is this considered a family if they decide to have children? Is it morally right? There are concerns here with society and culture. The relationships that same sex partners have with their children; who takes on the role of the mother and of the father? Do they have roles?
14/11/2006
Today, Claire had organised a session of ‘Accessing on-line Journals’ with Emily from the Didsbury Library. I found it extremely helpful and it will definitely benefit me in the researching of my Independent Study. Although there were handouts given out, below are a few points I took away from the session:
Today, Claire had organised a session of ‘Accessing on-line Journals’ with Emily from the Didsbury Library. I found it extremely helpful and it will definitely benefit me in the researching of my Independent Study. Although there were handouts given out, below are a few points I took away from the session:
- Select key words from working title. For example, Language and Policy: An Investigation into the construction of Nursery Provision (the words in bold, I would choose as my key words).
- Think of different words that mean the same thing. For example, Language could be vocabulary or meaning. Nursery Provision could be childcare or education etc.
- Think about different endings: Truncation. For example, Management will only look for articles containing the word management. Therefore use the stem ‘manag’ and then place an asterisk (*) this will then look for all articles containing ‘manag’ and all its endings.
- Three or four searches may need to be carried out on different databases to find relevant journals.
- It is easier to access when on a MMU campus.
- Check out over subjects as well as Communications as there could be other relevant articles in their databases. For example. Psychology, Social Work etc.
How to access the Journals within MMU:
Library – Resources by Subjects or Databases by title (if you know which database you want to use) – Communications – Choose database Eg/ Expanded Academic ASAP International – Advanced Search
The Find It button will search Manchester Metropolitan University to see if a hard copy is available in the library.
I found Emily to be very easy to talk to and approachable, this helps as if I am struggling at anytime in the library; I know that support is there. Thank you Claire!!!
Reflection
In the past two weeks, I have received bad news about one member of family and therefore my Independent Study has been affected and my concentration on my work has suffered. I was not able to work as my mind was not focused and as a result anything that I would have produced would not have been up to my normal standard and much that I had read would not have properly registered in my brain. However, I have to be able to prioritise certain aspects of my life. I have to set out specific goals when it comes to my Independent Study. I will have to decide what needs to be done and do one bit at a time. For example, in relation with my reading and researching which is the stage I am in at the moment, I will read a certain article or piece of text, summarise it and make a full reference and then blog it, so that I have all my information to hand when I come to write up the final piece. Still at this stage, I am worried that my Independent Study will be affected and that I will not achieve the grade I am capable of achieving because of other factors that are playing on my mind. I am hoping that this will change and I can gain a more positive attitude towards my work and towards my mum’s health.
In the past two weeks, I have received bad news about one member of family and therefore my Independent Study has been affected and my concentration on my work has suffered. I was not able to work as my mind was not focused and as a result anything that I would have produced would not have been up to my normal standard and much that I had read would not have properly registered in my brain. However, I have to be able to prioritise certain aspects of my life. I have to set out specific goals when it comes to my Independent Study. I will have to decide what needs to be done and do one bit at a time. For example, in relation with my reading and researching which is the stage I am in at the moment, I will read a certain article or piece of text, summarise it and make a full reference and then blog it, so that I have all my information to hand when I come to write up the final piece. Still at this stage, I am worried that my Independent Study will be affected and that I will not achieve the grade I am capable of achieving because of other factors that are playing on my mind. I am hoping that this will change and I can gain a more positive attitude towards my work and towards my mum’s health.
Monday, October 23, 2006
Reading, reading, reading........
Now that the proposal is completed, I am going to concentrate on reading and researching in order to create a theoretical structure that will uphold my empirical study. As stated in a previous post, there are certain books and sources which I intend to read. I will be making a list of useful quotes that I will publish on my blog so that I have access to them at any stage throughout my Independent Study.
Clive has also lent me the book Lakoff, G 2004 Don't think of an Elephant! Know your Values and Frame the Debate. Vermont: Chelsea Green Publishing which I have been looking at over the weekend. Although not directly looking at the language used in childcare, it looks at the use of metaphors and the language involved in politics. This can therefore, be related to my Independent Study. Useful quotes and citings are to follow.....
Now that the proposal is completed, I am going to concentrate on reading and researching in order to create a theoretical structure that will uphold my empirical study. As stated in a previous post, there are certain books and sources which I intend to read. I will be making a list of useful quotes that I will publish on my blog so that I have access to them at any stage throughout my Independent Study.
Clive has also lent me the book Lakoff, G 2004 Don't think of an Elephant! Know your Values and Frame the Debate. Vermont: Chelsea Green Publishing which I have been looking at over the weekend. Although not directly looking at the language used in childcare, it looks at the use of metaphors and the language involved in politics. This can therefore, be related to my Independent Study. Useful quotes and citings are to follow.....
The proposal is over!!!!
I have submitted by proposal and there are certain reflections that I have made about the whole process of writing the proposal:
I have submitted by proposal and there are certain reflections that I have made about the whole process of writing the proposal:
- Do not let stress prevent me from writing a piece of work, even if it is only 100 words.
- If I allow myself enough time, I will be able to have days where I may not be able to write and it will be fine to walk away from the piece of work and return to it on another day or at a later time.
- Place the deadline several days or a week before it has to be handed in, this will give me time to have people read over my piece and I can improve and make changes before the final deadline.
- Everything I read or every thought that comes to mind, make sure I write down and if it is a quote make sure that I reference properly where the source is from so that I have all references to hand when I come to write up my proposal.
- Do not be afraid to become creative in my writing. For instance creating appendices, seperating my writing into headings to allow for the piece to be organised and formal.
I was pleased with my proposal, yet I would want to control my time more effeciently next time, to gain not only all the help I possibly can, but for my stress levels to remain at a healthy state!!!
Friday, October 20, 2006
Below is the literature I have already read and explored within my Independent Study.
Biber, B, 1984 Early Education and Psychological Development, New Haven: Yale University Press
Campbell, R, 1996 Literacy in Nursery Education, Staffordshire: Trentham Books Limited
Gilkes, J, 1987 Developing Nursery Education, Milton Keynes: Open University Press
Hurst, V & Joseph, J, 1998 Supporting Early Learning: The way forward, Buckingham: Open University Press
http://www.itscotland.org.uk/earlyyears/about/curriculum/framechildren3to5.asp
Pahl, K, 1999 Transformations: Children’s meaning making in a nursery, Staffordshire: Trentham Books Limited
http://www.standards.dfes.gov.uk/primary/publications/foundation_stage/940463
http://www.underfives.co.uk/birthtothree.htm
Vickerius, M & Sandberg, A (2006) Early Child Development and Care. The Significance of play and the environment around play176 (2) 207-217
Below is a list of reading material I will want to read to develop my understanding for the Independent Study.
Bell, J, 1999 Doing a research project: a guide for first time researchers in education, Third Edition. Buckingham: Open University Press
Garvey, C, 1990 Play, Cambridge: Harvard University New York Press
Hurst, V & Joseph, J, 1998 Supporting Early Learning: The way forward, Buckingham: Open University Press
Jenkinson, S, 2002 The Genius of Play: Celebrating the spirit of childhood (Early Years), UK: Hawthorn Press Ltd
http://www.literacytrust.org.uk/Database/earlydebate.html#too The Independent article ‘ATL calls for formal schooling to start at six’ 17th April 2003
Oldfield, L, 2002 Free to learn: Introducing Steiner Waldorf Early Childhood Education, Hawthorn Press
Sandberg, A (2003) Early Child Development and Care. Play memories and identity 173 (2-3) 207-221
Ward, L ‘Free nursery scheme could be bad for young children, says study’ the Guardian, 4th October 2005 in http://society.guardian.co.uk/children/story/0/1584359,00html
Whitehead, M, 1999 Supporting language and literacy development in the Early Years, Buckingham: Open University Press
This is just a preliminary reading list as my ideas and study develops, so will my literature reading list.
Biber, B, 1984 Early Education and Psychological Development, New Haven: Yale University Press
Campbell, R, 1996 Literacy in Nursery Education, Staffordshire: Trentham Books Limited
Gilkes, J, 1987 Developing Nursery Education, Milton Keynes: Open University Press
Hurst, V & Joseph, J, 1998 Supporting Early Learning: The way forward, Buckingham: Open University Press
http://www.itscotland.org.uk/earlyyears/about/curriculum/framechildren3to5.asp
Pahl, K, 1999 Transformations: Children’s meaning making in a nursery, Staffordshire: Trentham Books Limited
http://www.standards.dfes.gov.uk/primary/publications/foundation_stage/940463
http://www.underfives.co.uk/birthtothree.htm
Vickerius, M & Sandberg, A (2006) Early Child Development and Care. The Significance of play and the environment around play176 (2) 207-217
Below is a list of reading material I will want to read to develop my understanding for the Independent Study.
Bell, J, 1999 Doing a research project: a guide for first time researchers in education, Third Edition. Buckingham: Open University Press
Garvey, C, 1990 Play, Cambridge: Harvard University New York Press
Hurst, V & Joseph, J, 1998 Supporting Early Learning: The way forward, Buckingham: Open University Press
Jenkinson, S, 2002 The Genius of Play: Celebrating the spirit of childhood (Early Years), UK: Hawthorn Press Ltd
http://www.literacytrust.org.uk/Database/earlydebate.html#too The Independent article ‘ATL calls for formal schooling to start at six’ 17th April 2003
Oldfield, L, 2002 Free to learn: Introducing Steiner Waldorf Early Childhood Education, Hawthorn Press
Sandberg, A (2003) Early Child Development and Care. Play memories and identity 173 (2-3) 207-221
Ward, L ‘Free nursery scheme could be bad for young children, says study’ the Guardian, 4th October 2005 in http://society.guardian.co.uk/children/story/0/1584359,00html
Whitehead, M, 1999 Supporting language and literacy development in the Early Years, Buckingham: Open University Press
This is just a preliminary reading list as my ideas and study develops, so will my literature reading list.
Independent Study Proposal
Working Title: Language and policy: an Investigation into the construction of Nursery Provision
Supervisor: Clive McGoun
I look upon my Independent Study as a journey, in which my direction will change through the development of my thoughts and research. In this sense, my aims for the study may alter themselves throughout the process. In these beginning stages, my aims are primarily concerned with the relationship between language and its meaning within a nursery policy document, which ultimately leads onto the relevance of this particular policy, how this document is perceived as well as put into action in a nursery environment.
During the Communication course, I have become increasingly involved with the Human aspect and now want to complete my University experience as a Human Communication graduate. My study refers to the education and understanding amongst nursery school children and this therefore relates to their communication on both an intra and interpersonal level. As Biber considers the “growth of language” within a child is “part of the development of human communication”. (1984: 106) In relation to my Independent Study, if a child’s language and education is growing within a nursery, consequently this is connected with their overall human communication. Not only am I looking at the communication between the people involved in nursery provision, but also the way the language is communicated from policy to action. How the words in a document are communicated into educational activities in a classroom.
The reason for carrying out this study is due to me working in nurseries for the past two years and discovering a world of frameworks, policies and pre-school learning. I was surprised to learn that nurseries have a curriculum to consider when caring for children. In addition to this, simplistic lesson plans and specific tasks are created to develop a child’s understanding and education. I believed a nursery to be considered as a safe environment for a child to be in whilst his/her parents were at work or similar to the opinion of Gilkes, who stated that the nursery was seen as “a helping hand” to those who were “new or struggling” as a parent. (1987: 3) Yet, I had established a new reason, that children may be attending nursery to begin their education and to gain and develop life skills. This led me to read a policy document called ‘Birth to Three Matters’. This document outlines what is expected of both the workers and the children in a nursery environment and how a child’s learning and understanding can begin at such a young age. This got me to thinking about the role of education and play and the relationship between the two within a nursery. My ideas have developed from this personal interest to the questioning behind the making of these policy documents.
In recent years there has been much debate about the benefits that a child may or may not have in attending nurseries. Many believe that a child will more likely adapt to Year 1 at an infant school if they have begun their education at a nursery stage. As outlined in The Importance of pre-school education,
“Two children using a plastic cup to fill a bucket with water may be involved in counting how many cups are required to fill the bucket, in discussing the results with each other and in agreeing to take turns. They may therefore be developing mathematical, language and social learning.” (www.itscotland.org)
These skills having been established in a nursery will then benefit and allow the child to have a head start when they begin at Key Stage One. Whilst others, similar to the article posted on the 30th January 2004 believe that pre-school children “are not receiving the play-based education they are supposed to because of pressure to prepare for more formal learning in later years” (www.literacytrust.org) through researching into the language being used in the documents, it will be interesting to see how much pressure these policies place on nurseries to enhance nursery learning. This therefore leads onto a political interest into how the Foundation Stage Curriculum and ‘Birth to Three Matters’ impacts on a child’s transition into Key Stage One and the conflicting views of professionals and how this theory works in practice.
Much literature has been written about the subject of nurseries and their role in the development of a child’s education. When I first decided upon this particular area of study, I found that there was too much written about the matter, therefore I created a number of themes or specific topic areas which allowed me to devise questions and from here I will be able to discover what I need to read, see Appendix A. I felt this to be more beneficial for my study as it allowed me to confine my ideas on such a broad subject matter. As I have already quoted above there are many opinions and an on-going debate about the framework used within nurseries. Many of the books encourage educational development in a pre-school environment, yet many articles state figures and reports against the curriculum and claim that children are missing out on their chance to play. This literature will be discussed and expanded within the section of my Literature Review of my final Independent Study. In the Appendices, one will be able to see the literature I have read about already and the academic text I want to read throughout the process. I also feel that as I continue on this journey, my questions may change or develop into further questions being asked; in this case my literature will expand to gain additional answers and knowledge.
As stated in my title my Independent Study is an investigation, the purpose of carrying out the project is not to decide whether it is right or wrong to begin a child’s education in nursery, but to discuss and explore the opposing views and to look in further detail at the ‘Birth to Three Matters’ policy document, to see how its framework is beneficial to children. I feel it necessary to emphasise the words how and why, as they are two expressions that will continuously be used throughout my whole Independent Study. Already, I have many questions and I believe as I develop in my project, I may not discover answers but create further questions instead. However, I still consider this to be positive progress as I am ‘investigating into’, not creating a definite answer. Through conducting this research study I am making myself aware of the attitudes and meaning behind Nursery Provision.
After completing this whole process, I believe that the results I will receive from the information I have gained through my research methods will show if my study has achieved its purpose. I am hoping to gain a better understanding of the policy document ‘Birth to Three Matters’. How it is put into practice within a nursery setting and why the policy is considered to be fundamental in a child’s development of education. I do think there will still be questions left unanswered or unexplored at the end of conducting the study. Yet, I do not believe this to be a sign that my study has not achieved its intention. In contrast, I see it as my project has developed and allows for further investigation at a later stage.
My Independent Study takes on both a theoretical as well as an empirical approach. From a theoretical perspective I am exploring into the literature already written around and about the subject matter. I will be taking a section of text from the ‘Birth to Three Matters’ policy document and seeing how the lexis used influences the activities being carried out in the nursery. However, from an empirical viewpoint I am hoping to undergo a type of ethnographic study. According to the opinion of Amy McCleverty,
“Ethnography is a traditional method of sociology and cultural anthropology. It involves the study of people performing activities and interacting in complex social settings in order to obtain a qualitative understanding of these interactions.” (http://pages.cpsc)
In conducting my project, my ethnographic study will involve the undertaking of formal interviews and observation.
As you will see in Appendix C, there is much literature written about the subject of Nursery Provision and by reading through the research I am expanding upon my knowledge as well as investigating and developing my initial questions and ideas. The information I receive will allow me to progress in my journey. The research methods I have chosen to adopt when carrying out my ethnographic study allow me to see how the policy document is transformed from words to action in its social context and how valuable and effective the framework is on a child’s understanding. As McCleverty goes onto say “the objective of completing an ethnographic study is to identify and highlight routine practices, problems and possibilities for development within a given activity or setting.” (http://pages.cpsc) In relation to my study through the use of interviews and observation, I am able to recognise and establish certain routines that the children go through and outline the advantages and disadvantages that arise from the ‘Birth to Three Matters’ framework. An academic book that I will be referring to when conducting my research methods is: Doing a Research Project: A guide for first time researchers in education written by Judith Bell. Bell outlines the importance and gives a specific layout of how research methods such as interviewing can benefit one in carrying out a study. This will be detailed further as set out in the section of my Research Methods in my Independent Study.
The main difficulty I will encounter when embarking upon my Independent Study is the ethical side of being involved and researching amongst children. There are many acts such as the Child Protection and Data Protection Act that could limit my access to both inside a nursery environment and documents concerning children and nurseries. I am at an advantage where I have worked with children and therefore have already access to several nurseries. I am also in possession of an Enhanced Disclosure Form which allows me to enter into a nursery or a school. When carrying out observations on children or in a setting where children may be present, I would have to gain parents consent. This can be done through proposing a letter that could be sent out to parents explaining to them, my reasoning for carrying out work within the nursery and my intention of my Independent Study.
Another problem that could arise is the time constraint that I have on conducting this study. Due to my proposed study being such a vast subject matter, I could continuously create themes and questions around the area. However, through already creating specific topic areas I am giving myself a structured framework and as I have said before, I am not looking to answer all my questions, but rather explore and investigate into the chosen themes in order to further my knowledge about the construction of nursery provision.
Working Title: Language and policy: an Investigation into the construction of Nursery Provision
Supervisor: Clive McGoun
I look upon my Independent Study as a journey, in which my direction will change through the development of my thoughts and research. In this sense, my aims for the study may alter themselves throughout the process. In these beginning stages, my aims are primarily concerned with the relationship between language and its meaning within a nursery policy document, which ultimately leads onto the relevance of this particular policy, how this document is perceived as well as put into action in a nursery environment.
During the Communication course, I have become increasingly involved with the Human aspect and now want to complete my University experience as a Human Communication graduate. My study refers to the education and understanding amongst nursery school children and this therefore relates to their communication on both an intra and interpersonal level. As Biber considers the “growth of language” within a child is “part of the development of human communication”. (1984: 106) In relation to my Independent Study, if a child’s language and education is growing within a nursery, consequently this is connected with their overall human communication. Not only am I looking at the communication between the people involved in nursery provision, but also the way the language is communicated from policy to action. How the words in a document are communicated into educational activities in a classroom.
The reason for carrying out this study is due to me working in nurseries for the past two years and discovering a world of frameworks, policies and pre-school learning. I was surprised to learn that nurseries have a curriculum to consider when caring for children. In addition to this, simplistic lesson plans and specific tasks are created to develop a child’s understanding and education. I believed a nursery to be considered as a safe environment for a child to be in whilst his/her parents were at work or similar to the opinion of Gilkes, who stated that the nursery was seen as “a helping hand” to those who were “new or struggling” as a parent. (1987: 3) Yet, I had established a new reason, that children may be attending nursery to begin their education and to gain and develop life skills. This led me to read a policy document called ‘Birth to Three Matters’. This document outlines what is expected of both the workers and the children in a nursery environment and how a child’s learning and understanding can begin at such a young age. This got me to thinking about the role of education and play and the relationship between the two within a nursery. My ideas have developed from this personal interest to the questioning behind the making of these policy documents.
In recent years there has been much debate about the benefits that a child may or may not have in attending nurseries. Many believe that a child will more likely adapt to Year 1 at an infant school if they have begun their education at a nursery stage. As outlined in The Importance of pre-school education,
“Two children using a plastic cup to fill a bucket with water may be involved in counting how many cups are required to fill the bucket, in discussing the results with each other and in agreeing to take turns. They may therefore be developing mathematical, language and social learning.” (www.itscotland.org)
These skills having been established in a nursery will then benefit and allow the child to have a head start when they begin at Key Stage One. Whilst others, similar to the article posted on the 30th January 2004 believe that pre-school children “are not receiving the play-based education they are supposed to because of pressure to prepare for more formal learning in later years” (www.literacytrust.org) through researching into the language being used in the documents, it will be interesting to see how much pressure these policies place on nurseries to enhance nursery learning. This therefore leads onto a political interest into how the Foundation Stage Curriculum and ‘Birth to Three Matters’ impacts on a child’s transition into Key Stage One and the conflicting views of professionals and how this theory works in practice.
Much literature has been written about the subject of nurseries and their role in the development of a child’s education. When I first decided upon this particular area of study, I found that there was too much written about the matter, therefore I created a number of themes or specific topic areas which allowed me to devise questions and from here I will be able to discover what I need to read, see Appendix A. I felt this to be more beneficial for my study as it allowed me to confine my ideas on such a broad subject matter. As I have already quoted above there are many opinions and an on-going debate about the framework used within nurseries. Many of the books encourage educational development in a pre-school environment, yet many articles state figures and reports against the curriculum and claim that children are missing out on their chance to play. This literature will be discussed and expanded within the section of my Literature Review of my final Independent Study. In the Appendices, one will be able to see the literature I have read about already and the academic text I want to read throughout the process. I also feel that as I continue on this journey, my questions may change or develop into further questions being asked; in this case my literature will expand to gain additional answers and knowledge.
As stated in my title my Independent Study is an investigation, the purpose of carrying out the project is not to decide whether it is right or wrong to begin a child’s education in nursery, but to discuss and explore the opposing views and to look in further detail at the ‘Birth to Three Matters’ policy document, to see how its framework is beneficial to children. I feel it necessary to emphasise the words how and why, as they are two expressions that will continuously be used throughout my whole Independent Study. Already, I have many questions and I believe as I develop in my project, I may not discover answers but create further questions instead. However, I still consider this to be positive progress as I am ‘investigating into’, not creating a definite answer. Through conducting this research study I am making myself aware of the attitudes and meaning behind Nursery Provision.
After completing this whole process, I believe that the results I will receive from the information I have gained through my research methods will show if my study has achieved its purpose. I am hoping to gain a better understanding of the policy document ‘Birth to Three Matters’. How it is put into practice within a nursery setting and why the policy is considered to be fundamental in a child’s development of education. I do think there will still be questions left unanswered or unexplored at the end of conducting the study. Yet, I do not believe this to be a sign that my study has not achieved its intention. In contrast, I see it as my project has developed and allows for further investigation at a later stage.
My Independent Study takes on both a theoretical as well as an empirical approach. From a theoretical perspective I am exploring into the literature already written around and about the subject matter. I will be taking a section of text from the ‘Birth to Three Matters’ policy document and seeing how the lexis used influences the activities being carried out in the nursery. However, from an empirical viewpoint I am hoping to undergo a type of ethnographic study. According to the opinion of Amy McCleverty,
“Ethnography is a traditional method of sociology and cultural anthropology. It involves the study of people performing activities and interacting in complex social settings in order to obtain a qualitative understanding of these interactions.” (http://pages.cpsc)
In conducting my project, my ethnographic study will involve the undertaking of formal interviews and observation.
As you will see in Appendix C, there is much literature written about the subject of Nursery Provision and by reading through the research I am expanding upon my knowledge as well as investigating and developing my initial questions and ideas. The information I receive will allow me to progress in my journey. The research methods I have chosen to adopt when carrying out my ethnographic study allow me to see how the policy document is transformed from words to action in its social context and how valuable and effective the framework is on a child’s understanding. As McCleverty goes onto say “the objective of completing an ethnographic study is to identify and highlight routine practices, problems and possibilities for development within a given activity or setting.” (http://pages.cpsc) In relation to my study through the use of interviews and observation, I am able to recognise and establish certain routines that the children go through and outline the advantages and disadvantages that arise from the ‘Birth to Three Matters’ framework. An academic book that I will be referring to when conducting my research methods is: Doing a Research Project: A guide for first time researchers in education written by Judith Bell. Bell outlines the importance and gives a specific layout of how research methods such as interviewing can benefit one in carrying out a study. This will be detailed further as set out in the section of my Research Methods in my Independent Study.
The main difficulty I will encounter when embarking upon my Independent Study is the ethical side of being involved and researching amongst children. There are many acts such as the Child Protection and Data Protection Act that could limit my access to both inside a nursery environment and documents concerning children and nurseries. I am at an advantage where I have worked with children and therefore have already access to several nurseries. I am also in possession of an Enhanced Disclosure Form which allows me to enter into a nursery or a school. When carrying out observations on children or in a setting where children may be present, I would have to gain parents consent. This can be done through proposing a letter that could be sent out to parents explaining to them, my reasoning for carrying out work within the nursery and my intention of my Independent Study.
Another problem that could arise is the time constraint that I have on conducting this study. Due to my proposed study being such a vast subject matter, I could continuously create themes and questions around the area. However, through already creating specific topic areas I am giving myself a structured framework and as I have said before, I am not looking to answer all my questions, but rather explore and investigate into the chosen themes in order to further my knowledge about the construction of nursery provision.
Monday, October 16, 2006
The next step......
I am now in the stage of writing my proposal; I have created a monthly timetable on Microsoft Word and am in the process of filling in the days to give myself a structure for the Independent Study. Through creating a timetable, I am giving myself a sense of direction, although the deadlines and days may alter and change, it still allows for me to stay focused and not lose my way in a couple of months!
I am slightly apprehensive about writing up my proposal; I think it is because it will be my first assessed piece of work since I have come back to University after the summer. I have many bullet points and drafts on Word as well as in hand-written form; I just need to put it all together. I have had my sister read through some sections of my proposal to gain some advice and to check that the piece reads well. Plus she is very helpful to speak to as she has recently just become a University graduate, so it has not been long since she was in my position writing her Independent Study! By Thursday I am hoping that both Clive, my sister and a house mate will have read through my proposal before I submit the overall piece. My main concern at the moment is the literature review, reviews are not my strongest skill probably because I have not had the chance to write many, I am not sure as to how it is included in the proposal with such a short number of words, I will speak to Clive about this issue!
I am now in the stage of writing my proposal; I have created a monthly timetable on Microsoft Word and am in the process of filling in the days to give myself a structure for the Independent Study. Through creating a timetable, I am giving myself a sense of direction, although the deadlines and days may alter and change, it still allows for me to stay focused and not lose my way in a couple of months!
I am slightly apprehensive about writing up my proposal; I think it is because it will be my first assessed piece of work since I have come back to University after the summer. I have many bullet points and drafts on Word as well as in hand-written form; I just need to put it all together. I have had my sister read through some sections of my proposal to gain some advice and to check that the piece reads well. Plus she is very helpful to speak to as she has recently just become a University graduate, so it has not been long since she was in my position writing her Independent Study! By Thursday I am hoping that both Clive, my sister and a house mate will have read through my proposal before I submit the overall piece. My main concern at the moment is the literature review, reviews are not my strongest skill probably because I have not had the chance to write many, I am not sure as to how it is included in the proposal with such a short number of words, I will speak to Clive about this issue!
Themes and Topic areas
After writing my mini essay, I have created themes/ topic areas in which I can place my questions into categories:
Provision (the need to provide)
The nursery being seen as a company or a business that provides a service
What is the service?
Looking after and caring for a child?
To develop and begin a child’s education?
Is this service more beneficial than keeping a child at home?
Social Skills (Education = Learning Environment)
Concept of sharing
Is sharing educational?
Can this concept only be achieved in a nursery environment?
Is there relationship between nurseries and only children?
Use of Lexis (The word Birth)
Babies do not come straight out of a mother’s womb into a nursery
What are the youngest age nursery take children?
Is the word Birth quick and easier to say?
When does a child’s education begin?
Do people believe that these document’s help children?
Do the documents actually benefit the child?
Do the documents just uphold a type of structure for the nursery?
(The word matters)
The connotations of this word implies that it is vital
If a child gets taken out or changes nursery or starts at a later stage are they at a disadvantage?
Does this mean that a child is missing out on a vital part of their education?
The role of the Imagination
Imagination used in play
Learning through imagination and play – Is this more effective than carrying out classroom tasks?
Imagination
What does it mean?
Where does it come from?
How is it used?
Is it an internal process? That is used by an individual on an intrapersonal level
If this is so, why is it being used in context with educating a group of nursery children?
Can you tell/teach somebody how to use their imagination?
Do education and imagination have a relationship?
What does the language mean or what is the policy trying to convey when placing education and imagination in the same document?
The word construction
· Dictatorship
1. Ofsted Inspections
2. Sure Start Meetings
· Framework
1. Laying out requirements for nursery education
Connotations of the word policy
· Ruling and obeying
1. Due to the document being associated with the Government is this why is it considered important?
2. Does the document only have a sense of ‘power’ because it is used with the word policy?
· Advice and Guidelines
1. How is the document perceived?
2. Is it just a framework?
Monday, October 09, 2006
Mini essay based on my title!!!!!
I found this quite hard to do as I had no reading material or research around me as I normally would, yet at the same time I know I did it for the purpose to get me writing. However, I do feel it is more ideas and researching into the title rather than an essay! After Clive has read it, I am hoping to meet with him again and see what he thinks about my thoughts.
I found this quite hard to do as I had no reading material or research around me as I normally would, yet at the same time I know I did it for the purpose to get me writing. However, I do feel it is more ideas and researching into the title rather than an essay! After Clive has read it, I am hoping to meet with him again and see what he thinks about my thoughts.
Language and policy: an investigation into the construction of Nursery Provision
When talking about Nursery Provision, I think about what the nursery is trying to provide, in this instance not only what the nursery is providing for the children, but what is expected of them from a ‘higher being’. Through the words ‘higher being’ I mean when a nursery is first established where do they receive these certain requirements from, about what a nursery should provide as a business. This must be the reason why policy documents for nurseries are formed and developed, because the nursery must be seen as a business/company and within this they must provide a service. The service is looking after and caring for children, yet there is something else about the need to develop or begin the child’s thinking and education. What does a nursery provide? Is there anything that they do provide that is more beneficial than the child sitting at home? I believe that there are certain social skills that a child can develop at a nursery that that they may not gain at home, specifically concerning only children. I discovered that there is definitely a concept of sharing that can be learnt when there are lots of children in one room. Yet, this is just one concept, is it educational? Is it perceived as being educational? Can it only be achieved if a child is placed within a nursery environment?
Most nurseries run from the ages of 4/5 months to 3 years, unless there is a type of pre-school attached to the nursery if so the age limit will rise to 5 years, just before the child is sent off to infant school. A policy document that is established and found to be effective in nurseries is the ‘Birth to Three Matters’ document. The language used in just this title of the document is interesting, specifically the word ‘birth’. Parents do not put their children straight into a nursery as soon as they come out of the womb, so why is this word being used? It may be as simple as, it is easier to say ‘birth to three matters’ rather than a couple of months to three matters’. However, some people may believe that a child begins his/her education as soon as they are born. Three is still a very young age; it is only thirty-six months, which to me is not a long time at all, so why does this time matter so much? In nurseries are children really developing their minds that much? These policies are stating that children should be like this, by doing this the child can achieve this, do the people who created these policies actually believe in this theory or do the documents allow for a nursery to uphold some type of structure.
From working in a nursery myself, I know that sometimes the child is learning more through play of imagination rather than a task set out by a worker. Therefore, the role of imagination must play a part within a nursery. Does it have more of an effect on a child than colouring in worksheets? Imagination is a word that gets used many times in the policy documents; I am intrigued as to what ‘they’ (meaning the people that wrote the document) what this word means. For me, it is something individual; it is an internal thing and is expressed outwards from an intrapersonal level. It is also something that cannot be taught so I am fascinated to see that it is used within the language when talking about educating young children. Surely you cannot teach someone how to have or how to use an imagination. Do the two actually have a relationship? What does the language mean or what is the policy trying to convey when placing education and imagination in one document?
The word ‘matters’ implies that it is vital for the child, yet many children do not attend nursery and those that do sometimes join at the age of two or can be taken out at any age, surely by putting a definite age; by choosing the words of the age to be put in the title of the policy document, may imply that a child misses out within this age period will be at a disadvantage later on in life. Therefore, why were these words chosen?
Especially when using the word ‘construction’ within the title this is exactly what the policy documents are doing, I do not believe that they are dictating to nurseries what should be done. However, in saying this, there are Ofsted reports and Sure Start meetings that ensure and inspect that these documents are being put into place. Yet, the documents still only act as a framework as to what a nursery should be doing, the language used allows for reasoning and explanation into why these polices are created in the first place. Therefore, it is only a construction into the requirements expected of a nursery. Yet, because it is a policy and policy documents seem to have some sort of status. If one is to look at the language of ‘policy’, many of its connotations are concerned with ruling and dictatorship rather than advice or guidelines. When I think of the word, I associate it with obeying and the Government. Is there where the importance lies? Due to it being a document from the Government, is that why it is taken more seriously than if it was just a set of guidelines or principles that anybody could write up? Is there really any benefit for the child in it? Through the language used in the document, I think there are answers there. There are many Government policies all over the country, yet when concerned with nurseries, one would like to believe that the document is relevant to the well-being of a child.
When talking about Nursery Provision, I think about what the nursery is trying to provide, in this instance not only what the nursery is providing for the children, but what is expected of them from a ‘higher being’. Through the words ‘higher being’ I mean when a nursery is first established where do they receive these certain requirements from, about what a nursery should provide as a business. This must be the reason why policy documents for nurseries are formed and developed, because the nursery must be seen as a business/company and within this they must provide a service. The service is looking after and caring for children, yet there is something else about the need to develop or begin the child’s thinking and education. What does a nursery provide? Is there anything that they do provide that is more beneficial than the child sitting at home? I believe that there are certain social skills that a child can develop at a nursery that that they may not gain at home, specifically concerning only children. I discovered that there is definitely a concept of sharing that can be learnt when there are lots of children in one room. Yet, this is just one concept, is it educational? Is it perceived as being educational? Can it only be achieved if a child is placed within a nursery environment?
Most nurseries run from the ages of 4/5 months to 3 years, unless there is a type of pre-school attached to the nursery if so the age limit will rise to 5 years, just before the child is sent off to infant school. A policy document that is established and found to be effective in nurseries is the ‘Birth to Three Matters’ document. The language used in just this title of the document is interesting, specifically the word ‘birth’. Parents do not put their children straight into a nursery as soon as they come out of the womb, so why is this word being used? It may be as simple as, it is easier to say ‘birth to three matters’ rather than a couple of months to three matters’. However, some people may believe that a child begins his/her education as soon as they are born. Three is still a very young age; it is only thirty-six months, which to me is not a long time at all, so why does this time matter so much? In nurseries are children really developing their minds that much? These policies are stating that children should be like this, by doing this the child can achieve this, do the people who created these policies actually believe in this theory or do the documents allow for a nursery to uphold some type of structure.
From working in a nursery myself, I know that sometimes the child is learning more through play of imagination rather than a task set out by a worker. Therefore, the role of imagination must play a part within a nursery. Does it have more of an effect on a child than colouring in worksheets? Imagination is a word that gets used many times in the policy documents; I am intrigued as to what ‘they’ (meaning the people that wrote the document) what this word means. For me, it is something individual; it is an internal thing and is expressed outwards from an intrapersonal level. It is also something that cannot be taught so I am fascinated to see that it is used within the language when talking about educating young children. Surely you cannot teach someone how to have or how to use an imagination. Do the two actually have a relationship? What does the language mean or what is the policy trying to convey when placing education and imagination in one document?
The word ‘matters’ implies that it is vital for the child, yet many children do not attend nursery and those that do sometimes join at the age of two or can be taken out at any age, surely by putting a definite age; by choosing the words of the age to be put in the title of the policy document, may imply that a child misses out within this age period will be at a disadvantage later on in life. Therefore, why were these words chosen?
Especially when using the word ‘construction’ within the title this is exactly what the policy documents are doing, I do not believe that they are dictating to nurseries what should be done. However, in saying this, there are Ofsted reports and Sure Start meetings that ensure and inspect that these documents are being put into place. Yet, the documents still only act as a framework as to what a nursery should be doing, the language used allows for reasoning and explanation into why these polices are created in the first place. Therefore, it is only a construction into the requirements expected of a nursery. Yet, because it is a policy and policy documents seem to have some sort of status. If one is to look at the language of ‘policy’, many of its connotations are concerned with ruling and dictatorship rather than advice or guidelines. When I think of the word, I associate it with obeying and the Government. Is there where the importance lies? Due to it being a document from the Government, is that why it is taken more seriously than if it was just a set of guidelines or principles that anybody could write up? Is there really any benefit for the child in it? Through the language used in the document, I think there are answers there. There are many Government policies all over the country, yet when concerned with nurseries, one would like to believe that the document is relevant to the well-being of a child.
I just feel that there is so much I do not know!!!
The title!!!!
This week I have become obsessed with the title. I do not know why, I have been thinking about it way too much and I was beginning to panic that I did not have one. I met with Clive, Friday 6th October 2006 and again he reassured me that the title was not something I should be fretting too much about; the title allowed me to gain some clarity about my ideas rather than define my Independent Study. The title would give me a sense of structure, which I would be able to return to throughout the project, to remember where I originally began if ever I felt completely lost.
I had moved forward in my idea to the use of language within the policy document and so I had been playing around with a variety of titles:
Birth to Three: A study of the language used within a section of a 'Birth to Three Matters' policy document
Instead of Birth to Three at the beginning Baby to Toddler
I did not like these as I hated the word 'used' as well as this the titles were too long and too narrow, they did not allow for much movement. I was then playing around with the words language meaning, langauge variation, the history, the language in Nursery communication. The idea of langauge and policy then arose, this suited me as my study was based around the language used in a policy document. Yet, it meant I did not have to use the awful word 'used' and it was not restricting me to any specific policy document. Clive and I were then discussing the idea of nursery communication, nursery provision and together the title:
Language and policy: An investigation into the construction of Nursery Provision
came about, I liked this title as it allowed me to have movement, whilst still providing a structure/framework of my ideas. I felt that in a couple of months time, if I found myself in a complete panic, I would be able to look at this title and remember where I had started and my original thoughts and ideas.
Clive has advised me to go away and sit in front of a computer and just write a mini essay! (not sure I like that word, it sends me into a panic)!!! on the title without any research or reading. This will allow me to create questions and to discover what I know, what I do not know and therefore what I need to find out for this study.
NB This title is not set in stone, it could and probably will change over the course of the project.
This week I have become obsessed with the title. I do not know why, I have been thinking about it way too much and I was beginning to panic that I did not have one. I met with Clive, Friday 6th October 2006 and again he reassured me that the title was not something I should be fretting too much about; the title allowed me to gain some clarity about my ideas rather than define my Independent Study. The title would give me a sense of structure, which I would be able to return to throughout the project, to remember where I originally began if ever I felt completely lost.
I had moved forward in my idea to the use of language within the policy document and so I had been playing around with a variety of titles:
Birth to Three: A study of the language used within a section of a 'Birth to Three Matters' policy document
Instead of Birth to Three at the beginning Baby to Toddler
I did not like these as I hated the word 'used' as well as this the titles were too long and too narrow, they did not allow for much movement. I was then playing around with the words language meaning, langauge variation, the history, the language in Nursery communication. The idea of langauge and policy then arose, this suited me as my study was based around the language used in a policy document. Yet, it meant I did not have to use the awful word 'used' and it was not restricting me to any specific policy document. Clive and I were then discussing the idea of nursery communication, nursery provision and together the title:
Language and policy: An investigation into the construction of Nursery Provision
came about, I liked this title as it allowed me to have movement, whilst still providing a structure/framework of my ideas. I felt that in a couple of months time, if I found myself in a complete panic, I would be able to look at this title and remember where I had started and my original thoughts and ideas.
Clive has advised me to go away and sit in front of a computer and just write a mini essay! (not sure I like that word, it sends me into a panic)!!! on the title without any research or reading. This will allow me to create questions and to discover what I know, what I do not know and therefore what I need to find out for this study.
NB This title is not set in stone, it could and probably will change over the course of the project.
Meeting with Paul
After meeting with Clive, I was feeling excited about his ideas and was intrigued to see what type of advice Paul would give, just as I (and Clive) had expected, Paul took a completely different outlook on my ideas.
Paul was very interested in the idea of play and looking into that specific area. I was working with the words play, education, learning, fun and whether these were linked in some way or whether they were all independent. Below are the ideas and questions that came out of meeting with Paul, in concentrating on the significance of play:
After meeting with Clive, I was feeling excited about his ideas and was intrigued to see what type of advice Paul would give, just as I (and Clive) had expected, Paul took a completely different outlook on my ideas.
Paul was very interested in the idea of play and looking into that specific area. I was working with the words play, education, learning, fun and whether these were linked in some way or whether they were all independent. Below are the ideas and questions that came out of meeting with Paul, in concentrating on the significance of play:
- Are play and education related?
- Can we (being children in the nursery) learn through play?
- Does play 'sugar-coat' the idea of education?
- Education is perceived to be boring, whilst play is seen as something fun.
- Can children only really just play, is there not always going to be an element of learning?
- The significance/role of toys in play.
- Does this apply to adults as well as children?
- Do we have fun learning when we are adults?
- How do adults see education?
- The teaching methods that Professionals use in Universities, Schools and Nurseries.
Although this was a helpful and productive meeting, I felt more enthusiastic about Clive's direction than Pauls. I liked the idea of play, however I felt that there was not much to work with and I would find myself becoming bored with the subject and therefore I would lose interest in the whole Independent Study. Yet, with the policy document idea, I was already running away with it!!! At this point, I am very excited to begin the project!!!!
Meeting with Clive
Today, I met with Clive, to discuss my ideas and to see what advice he could give me on my Independent Study. To begin with I felt slightly anxious, I think this was because I had all these ideas floating around my head and I was worried that I may not make any sense or Clive would not understand my ideas. Yet, as soon as I sat down I felt extremely relaxed and my ideas started flowing, I found Clive to be very helpful, he listened and responded to my thoughts in a positive way. Below is a summary of our meeting:
I put forward my ideas to Clive and his advice or the direction that he decided to take, after listening to me was to select a paragraph or a section of a policy document. In my case, I would use the ‘Birth to three matters’ document. From here, unpacking and illuminating the text which is used within the paragraph. I am referring to the word paragraph as a section of text, whether this been in bullet form or several lines of text. Within this text, I would be looking at what language is being used, the way in which the language is being used and possibly why this type of language is being used. This will hopefully lead to a series of questions,
Today, I met with Clive, to discuss my ideas and to see what advice he could give me on my Independent Study. To begin with I felt slightly anxious, I think this was because I had all these ideas floating around my head and I was worried that I may not make any sense or Clive would not understand my ideas. Yet, as soon as I sat down I felt extremely relaxed and my ideas started flowing, I found Clive to be very helpful, he listened and responded to my thoughts in a positive way. Below is a summary of our meeting:
I put forward my ideas to Clive and his advice or the direction that he decided to take, after listening to me was to select a paragraph or a section of a policy document. In my case, I would use the ‘Birth to three matters’ document. From here, unpacking and illuminating the text which is used within the paragraph. I am referring to the word paragraph as a section of text, whether this been in bullet form or several lines of text. Within this text, I would be looking at what language is being used, the way in which the language is being used and possibly why this type of language is being used. This will hopefully lead to a series of questions,
- What do specific words mean?
- Why are these words being used?
- Why are they being placed in this order?
There are many more and I think that even these questions create other questions.
We also discussed looking at who wrote the document,
- Who chose to use this type of lexis?
- What were the issues that were discussed about this paragraph?
- Were there problems that arose from this particular paragraph?
This would involve me working backwards in the process of the document. This could be done theoretically; there may be minutes of meetings that could be discovered on the internet, or by speaking to people. Clive passed forward the idea of getting in contact with the Town Hall and getting in touch with their educational department. Another way would be speaking to heads of nurseries discovering where they received their document from and retracing the document in that way. We talked about creating questions and then seeing who would be able to give me the answer, rather than just relying on known people. For example, I would need to speak to Mr A, Mr B and Mr C to find out the answers to those questions that I have, and they may help me, they may create more questions or they may be irrelevant, yet that is part of the whole process.
We discussed timelines, and I would need to organise my time, to studying the chosen paragraph, creating questions, discovering who I need to contact/what I need to read about (documents I need to find), being able to contact these people or finding these relevant documents.
I was now beginning to worry bout the title, I think a little bit too much and after speaking to Clive I know that the title is not set in stone, but rather allows for a structure, in which I am able to move around in. I also was meeting with Paul, another professional that I felt may be able to advise through this process. Clive agreed that it would still be beneficial for me to meet with Paul as he would allow for another slant to be taken on my ideas.
Sunday, October 08, 2006
Reading around the Subject
I have taken books out of the library, yet I need to speak with someone as my ideas are changing and developing every half an hour!! I have a meeting with Clive on Tuesday, hopefully that will give me a bit of clairty about the whole project.
Some of the books I have are extremely irrelevant to what I was on about, yet others have led me onto other authors. Books I found useful:
I have taken books out of the library, yet I need to speak with someone as my ideas are changing and developing every half an hour!! I have a meeting with Clive on Tuesday, hopefully that will give me a bit of clairty about the whole project.
Some of the books I have are extremely irrelevant to what I was on about, yet others have led me onto other authors. Books I found useful:
- Literacy in Nursery Education - This concentrates on the significance of storytelling, the teacher and the play area relationship
- Transformations: childrens meaning making in a Nursery - Kate Pahl. This concentrates on Why parents use nurseries? What they do? How they do it? Looks at the preparation for school
Most of the books are about the reasoning for education in nurseries. The internet is becoming a very useful source. Many articles about the debate and the for and against of education within nurseries. Useful websites:
- http://www.standards.dfes.gov.uk/primary/publications/foundation_stage/940463/
- http://eduwright.iow.gov.uk/the_lea/early_years/Early_YearsCurriculum/
- http://www.itsctland.org.uk/earlyyears/about/curriculum/framechildren3to5.asp
- www.bbc.co.uk
I have come across a Journal, which is concerned with the siginficance of play. This is creating many ideas and also developing my own. I need to choose my supervisior so that I can voice my opinions and ideas. The Journal was found in:
Early Childhood Studies, Early Child Development and Care. Vol.176, No.2 Feb 2006, pages 207-217 The Significance of play and the environment play Vickerius, M & Sandberg, A
Starting back at University
I was not that excited about starting back at University as I had been in the past. I believe this was to do with it being my third and final year and I feel that I am not ready for my whole University experience to be over yet. Also, I had got into a very comfortable routine at home; getting up at 6:30 every morning, walking to work, working in the nursery till 6, walking back home, having tea etc. Although it sounds boring, I had become settled with this routine. I had become very close with particular friends and I just wished that it had been a longer summer. However, as soon as I was back in Manchester and seeing my house and course mates, I instantly felt better.
In relation to the Independent study, the idea of play vs education within nuseries was still floating around my head. At one point, I was going to change my idea all together and look into 'x box' and 'playstation' games and see how they influence children today. Yet, that returned to children being influence, children being educated about what they are doing everyday. Therefore, thinking about nursery provision, preparation for school. This was enforced through a conversation with my aunty, who has a two year old and is wondering whether or not to place her in a nursery. My aunty is concerned with the social factor of nurseries rather than the educational. Many ideas in my mind they are making me feel slightly swamped!!!!!
I was not that excited about starting back at University as I had been in the past. I believe this was to do with it being my third and final year and I feel that I am not ready for my whole University experience to be over yet. Also, I had got into a very comfortable routine at home; getting up at 6:30 every morning, walking to work, working in the nursery till 6, walking back home, having tea etc. Although it sounds boring, I had become settled with this routine. I had become very close with particular friends and I just wished that it had been a longer summer. However, as soon as I was back in Manchester and seeing my house and course mates, I instantly felt better.
In relation to the Independent study, the idea of play vs education within nuseries was still floating around my head. At one point, I was going to change my idea all together and look into 'x box' and 'playstation' games and see how they influence children today. Yet, that returned to children being influence, children being educated about what they are doing everyday. Therefore, thinking about nursery provision, preparation for school. This was enforced through a conversation with my aunty, who has a two year old and is wondering whether or not to place her in a nursery. My aunty is concerned with the social factor of nurseries rather than the educational. Many ideas in my mind they are making me feel slightly swamped!!!!!
Friday, October 06, 2006
Getting Started
Initial Ideas about the Independent Study were concerned with children, play and education, specifically within Nurseries. I had worked with children for the past two years and over the summer my interest in the matter grew. I was surprised to learn that children who attend nurseries are actually taught and care workers have to follow a certain curriculum. In the beginning, questions arose such as:
Initial Ideas about the Independent Study were concerned with children, play and education, specifically within Nurseries. I had worked with children for the past two years and over the summer my interest in the matter grew. I was surprised to learn that children who attend nurseries are actually taught and care workers have to follow a certain curriculum. In the beginning, questions arose such as:
- Should nursery school children be taught?
- How are they being taught?
- What is this certain curriculum?
- Does this method work?
As time progressed over the Summer, I was able to look at a 'Birth to Three Matters' policy document that states what is expected of the child, the worker and why they use this particular framework. The four components that make up this document are:
- A Strong Child
- A Skillful Communicator
- A Competent Leader
- A Healthy Child
Within each of this headings, there is an explanation into why these titles were chosen in the aid to develop a child. From here, my ideas began to develop as well, other questions were emerging:
- Where did this particular document come from?
- Is it used in all Nurseries?
- Is it effective?
- Do children actually need this type of organised structure at such a young age?
I was concerned into whether any of this was actually helping a child to learn. I had always believed that nurseries were about fun and having somewhere for the child to be kept safe and cared for, whilst his/her parents were at work. Towards the end of the Summer, I read another framework that was going to be put into use within nurseries. This contained six stages and discussed more the importance of education within a nursery.
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