Independent Study 2006/07

2007-04-17T17:30:00.000+01:00

The end is here!!!

I cannot believe I have made it to this stage, there have been millions of tears and tantrums but I have finally made it!!

I am pleased with my final product! It is all me and I kind of feel like I am losing apart of me!

The research diary is no more, who will I moan to now?!

2007-03-14T16:36:00.001Z

Meeting with Clive (9/3/07)

Things to consider and look into:
• Proximics (300.723/MIL) Search that row
• Paralinguistic
• Discourse Analysis
• Methods of Data Analysis
• Qualitative Analysis

Write, write write!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

2007-03-14T16:31:00.001Z

Literature Review

The way the Literature Review is written follows the process of the way in which the study has progressed and changed over time. It indicates to the reader how the investigation was formed through the literature surrounding the topic area of day care and the development of my ideas.

Giddens discusses the use of politics within relationships and the need for a democratic understanding between the people involved; an equal balance between partners and in decisions about their children. He acknowledges the differences that have occurred over time and highlights that there has been a significant change in family tradition. Children were expected to take on the roles of their mother or their father depending on their sex. The women taking care of the home and the men earning the living, there was no question of same-sex partners or the notion of shared roles and responsibilities between the husband and the wife. Giddens found this “school of thought to be linked to rightist political positions” and that these “positions” would try to claim that the “family is in a state of crisis.” The idea of same-sex relationships having children would create the debate of who would take on what role and whether it was considered to be morally correct. The rightist view would argue against this type of relationship and family unit, whilst a democratic outlook would consider this still to be a family. With the shift in tradition the number of children that were being born into the family was decreasing as well and this brings about the idea of the “prized child”.

Following on from the work of Giddens, the “prized child” is the concept that children are perceived as being more precious. In comparison to tradition, where there were many children in one family and the attention could not be focused on one child. This was due to the fact that traditionally, children were conceived in order for them to 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.” The family unit is closer and the reasoning for creating children is concerned with a much more emotional aspect rather than a financial one.
Cunningham expressed a similar view claiming that the child has changed from being a “productive role within the economy” to “a new role as consumers.” (2005: 185) He goes onto claim that this therefore altered the opinion and decisions of parents when they came to creating a family. As a result parents decided to have fewer children as they were not being valued as a contribution to the family economy. Instead, they were being considered as an individual person and were conceived for “emotional reasons”. This therefore created a rise in a child’s confidence when they were older and were able to contribute to the family’s economy. (2005: 85)
Cunningham expanded on this idea and examined the changes in the role of the child over the years, beginning in America where children were being made to look like science projects and parents were advised not to have an intimate or loving contact with their infants. John Watson suggested that parents should treat their children “as though they were young adults.” (2005: 183-184) In other words there was no need for any emotional support or attachment between mother and child. This then changed after the Second World War as many stated that this treatment of children would play a large role in their attitudes later on in life and could lead them into experiencing emotional stress and depression. “Parents were (now) being advised to enjoy parenting rather than to look on it as an intimidating scientific task.” (2005: 84)

Lakoff is another theorist who relates family to politics and he believes there to be a need for democracy and equal rights within the family. The lexis, for instance “founding fathers” and “sending our sons to war” (2004: 5) is used today by so many people and indicates as humans we link politics and Universal views to family values. Dobson also makes a connection between family and right-wing politics. His “Strict Father Model” shows the similarity between persons in authority in both the home as well as the Government; claiming that a “father tells not asks” in the same way that a “president tells and does not ask.” (2004: 6-7) Lakoff goes onto explain the notion of a “nurturant parent” (2004:14) Here, the two heads of the family are neutral; they live in a democracy where the parents both have equal responsibilities. He emphasises the importance of honesty and states that “open two-way communication is fundamental in a family as well as in a Community.” (2004: 13)

Similar to the research carried out by Giddens, Lakoff looks into the connotations of the word ‘marriage’ and discovers that vocabulary such as a “life-long relationship, a partnership, family, vows and a home” (2004: 46) are all associated with the word. This leads him onto question why same-sex marriages are therefore “frowned upon” when all of the above can be implied to both hetero as well as homosexual relationships. He suggests the way in which the media portray “gay marriages” could affect peoples’ opinions of the idea. When assessing the lexis of “same-sex marriage” and “gay marriages” although ultimately they hold the same meaning, due to the portrayal one commutates, sounds slightly sordid and represents an “irresponsible lifestyle” whilst the other softens the view that many have about gay marriages. Lakoff stresses the importance of placing a word into the English language and having people use it on a regular basis so that it becomes common and embedded in peoples’ minds. He believes that if this process can happen with the phrase “same-sex marriages” then this will replace the negative meaning of “gay marriages” in our culture and society as well as our language. (2004: 46) This links back to Dobson’s “Strict Father Model” where the father is seen as the leader, much like a leader in a dictatorship where there is only acceptance of heterosexual marriages. The father is a role model to the son and the daughters are able too see what a man should be like. This opposes the “Nurturant Parent Model” which sees the parents as two equal partners, a democracy in which the following are essential (2004:48)
• Freedom
• Openness - Strong Progressive Politics
• Cooperation
• Community Development
• Fairness
The model looks to nurture and to teach children to nurture others. Whilst it still considers marriage to be between a man and a woman, it does not rule out and still considers the notion of same-sex marriages. In comparison to the “Strict Father Model” which follows right-wing politics and tradition. Although Civil Unions allow for an economic unit, a family and a partnership to be formed “gay activists” want their marriages to be accepted in churches like heterosexual ones are. They wish to represent their love and want it to be treated with a “sense of normality”. “Equality includes social and cultural as well as material benefits.” (2004:49) when considering the two areas of marriage and family, the initial thoughts are concerned with love, care and commitment not economic fairness.
These ideas moved the study into considering the ideas of Elkind (1979) who examined the affects that social change has on a child’s development and how adults’ attitudes have an affect on children. He looked at the differences between generations and claimed that youths of today are considered to be “wilder, freer, more boisterous, and more disrespectful” (1979: 4). He outlines three adult illusions that are described below (1979: 4)
Generational Illusion – Here is where older generations do not remember or consider themselves as being so misbehaved in comparison to youths of today.
Immediacy illusion - Which again looks at the differences between adults and youths, Elkind provides the example of the elder generation describing the impatience of waiting in a queue or being help up by traffic. They describe it as a long time, “it seems to take an age.” Yet, when reflecting on their lives and their years of growing up, this period of time seems to have “gone so quickly”. (1979: 4) Elkind expands on this idea with the notion of “The sense of urgency” that time is running out for the elder generation and that something needs to be done now. He acknowledges that adults may believe that youths share this conception. However, Elkind states that youths do not have this sense of urgency. They understand and appreciate the dangers of pollution, global warming, yet they do not see the urgency of feel the need 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 – This involved being stereotypical about youths and grouping all of them as being the same. When in actual fact, youths are just as diverse as adults. For instance, there are youths who attend church as part of their social life, whilst there are others who hang out down the park or at the local bowling alley as a way of fun. Elkind in accordance to Lakoff blames the media for this misconception; the media have the voice and most of the time youths are only talked about as being one type or another; good or bad. There are no variations or talk about the different types. (1979; 4)

Elkind goes onto discuss the change in schools over the generations, “schools too have focused more and more upon making academic achievements, rather than personal adjustment, their primary goal.” (1979: 7). As a result of this the child is becoming “competent at an early age”. This is occurring 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”. (1979: 7) 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 and believed to come above a parents’ is now changing. He feels that 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. He goes onto relate this to divorce, and highlights that the divorce rate is increasing over the years. Nowadays couples, even if parents are willing to separate if they are unhappy, they will not stay together for the sake of the family or for the children. (1979: 8-9)

This allowed for the investigation to progress into looking at the different types of care there are for children. Morgan (1996: 3) considers that idea that third-party childcare such as day-care centres and nurseries are effective and beneficial towards the child. She recognises that discussing the question of childcare is a hard issue as many become “infuriated that day care/nurseries are considered as being “better” or at least “harmless” compared to “parental care”. (1996: 3)
The advantages of day-care are seen as beneficial as Morgan feels it prepares children for school and allows them to gain a wider view of adulthood. Edwina Curry from The Times considers the economic necessity of placing children in nurseries, yet she does not do so in the way that Giddens did previously, instead she examines the need for women to work to prevent “the shrinking numbers in the work force.” She continues to say that children create labour such as clothes and food and this therefore increases jobs and employment which creates demand for more people to work. Childcare would allow for mothers to return to work, as well as providing another economic advantage of creating jobs such as nursery workers and assistants, teachers and kitchen staff. (1996:3)
Morgan also considers the disadvantages to day-care and suggests that children being placed in nurseries may grow up to have a destructive relationship with their mothers. This similar to the opinion held by Cunningham can then develop into stress which will create problems in later life. (1996: 81) It is said that childcare can lower depression in mothers, yet this is related to financial issues rather than the attachment and care of the child. The mother knows that if she works, the family income will increase and therefore the chance of depression decreases. As Morgan states “poor parents make anxious parents”. (1996: 81)
Morgan recognises there to be an attachment between mother and child. She goes onto claim that there can be differences in the bond between the two, if the child is placed in day-care. Morgan identifies five points that can have an effect on a child’s attachment with their parents (1996: 90)
• The mother and fathers work patterns
• The parents’ attitudes and behaviour towards their children
• The family environment as a whole – as a family unit or in a home environment
• The child’s behaviour
• The care that the child is given by either the parents or the persons left to care for the child if the parents’ are not present.

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”. (1996: 90)
Therefore, the time spent between the child and the parent 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 in the evening when the child is meant to be sleeping it is harder to create and strengthen relationships.
Morgan (1996: 121) highlights the fact that children are the workers and employment of the future and because of these parents should give time to make attachments with their children, as they will be the ones that are in control of the next generation. If they are suffering due to stress and depression caused by detachment from the mother then we are all likely to suffer as a society.
This relates back to the research carried out by Elkind who examined day care in America. (1979: 22-23) He recognised that nursery staff at all levels, whether they be managers or not, enjoy their jobs and maintain “an enthusiastic” approach. Yet, many of the staff are young and although enjoy working in this type of environment do not see it as a full-time or life-long career. Elkind continues to say that therefore it is hard “getting and keeping competent staff” (1979: 22). He discovered in his study that many staff members in the nursery are so young. They consequently then choose to stay only in this type of employment for a couple of years before finding something new. For many, this involves moving onto higher education. However, the low pay also plays a large role in the staff constantly leaving. The salary of a care-worker is not much at all and although staff love the job and working with the children, the pay is not enough to keep them. (1979: 23)

2007-03-14T16:29:00.000Z

Immediate comparison of the two children in the ‘Strange Situation’

• Child B was much more aware of his surroundings than child A.
• Child B seemed to move around much more.
• Child B was more hyper than child A.
• Child A was able to sit down comfortably and not move.
• Child B did not sit down once.
• Child B had the need to keep moving and keeping himself busy.
• Child did B did not like silence where as child A did not mind.
• Child B had no comforter, yet always had to a toy or object between himself and the ‘stranger’ as if acting like a barrier.

2007-03-14T15:48:00.002Z

Child that had been kept at home

• To begin with was happy to play with the ‘stranger’.
• Yet became quite aggressive towards the ‘stranger’.
• Pulling of the hair and trying to hit the ‘stranger’ with the toys.
• Was very invasive but in an aggressive manner.
• The child was happy to show how the toys worked.
• The child ignored the utterances of the ‘stranger’ if he did not know the answer.
• The child did ask where his mother was and what she was doing, but never tried to leave the situation.
• The child did not go near the ‘stranger’ to begin with, he kept the toys in between them as if they were acting like a barrier.
• However, by the end of the situation was happy to sit on the ‘stranger’s’ lap.
• The child continuously asked if the ‘stranger’ was his friend and if the ‘stranger’ would be coming again to see him.
• The child did not liked to be tickled and pushed the ‘stranger’ away. He would not allow for the ‘stranger’ to cuddle or hug the child. Even when, asked the child did not allow it.
• The child seemed to be in control of the situation and although not affectionate was happy to chat away and speak his own mind. He was not shy.
• The child became bored and then became awkward.
• The child became aggressive towards the equipment (digital recorder). He threw it around.
• The child did start to call for his mum and wanted to know what she and his younger sister were doing.
• The child did not want to be in the situation anymore but he did not cry or make for the door.
• Mother entered back into the room and the child went to her and began to tell her what he had just been doing and which toys he had been playing with.
• The child was not aggressive to the mother and seemingly appeared to be calmer now that the mother was present.

2007-03-14T15:48:00.001Z

Things to consider:
• Distress on the child
• The use of video cameras and digital recorders
• The role of the comforter
• Awkwardness of the chid
• Proximity

2007-03-14T15:45:00.000Z

Observational Field Notes

Child who had been in Nursery

• Was fine when mother left the room, although did not sit next to the ‘stranger’ and held onto her comforter (Jack Jack).
• The child’s arms wrapped around the comforter and for awhile there was no verbal communication and the NVC was extremely negative.
• As the ‘stranger’ used utterances of help of a toy, the child moved closer to see they toy. Yet she still held onto her comforter and did not lose grip.
• However, the child was responding to the ‘stranger’s’ utterances and answering her questions.
• The child bought up her own conversations (hole in the tights) and was quite happy to talk away.
• The child was being awkward and cheeky as she knew she had the control as to some questions she replied “I don’t know” with a mischievous grin.
• Never once asked about the whereabouts of her mother or what she was doing.
• Was extremely content to sit and interact with the ‘stranger’ and to show her how to work particular toys.
• They more the two spoke the closer the child got and the more the child looked up to the ‘stranger’
• Smiling and laughing as well as cuddling and nuzzling up to the stranger’s shoulders.
• Sometimes there were awkward silences where the child was aware of the camera and kept looking at it.
• However, she did not ignore or attempt to move away from the ‘stranger’.
• The child allowed for the ‘stranger’ to tickle her and touch her arm to get attention.
• Yet, she did not let the ‘stranger’ cuddle or comfort her even when the ‘stranger’ asked for a cuddle or if the child wanted to sit on her lap.
• Neither would the child allow for the ‘stranger’ to comfort ‘Jack Jack’ (the child’s comforter).
• The child kept the comforter close to her and it did not leave her lap. Even when asked the answer was a straight no!
• Yet, the dolls that were available, the ‘stranger’ was allowed to play with, but not the comforter.
• I, being the researcher was the first to enter back into the situation, before the child’s mother.
• The child did turn her attention to me; talking and telling me what had been going on.
• The child remained next to the ‘stranger’ though and then after a few minutes the child moved next to me and sat on my lap, placing the comforter down.
• When the mother returned to the room, the child did not seem phased and did not move towards her mother. The child answered her mother’s questions.
• Yet was quite happy to remain sitting on my lap and to talk to the ‘stranger’.
• After about five minutes the child moved to her mother’s lap, but still kept eye contact and in conversation with the ‘stranger’ and myself.
• Concludes that the child was extremely happy to interact and be left with other people other than her mother.
• The child was not affected by the disappearance or absence of her mother.
• The child was extremely comfortable and content in her surroundings, even when the mother returned, the child was not running to greet her or be comforted by her.

2007-03-07T13:13:00.000Z

Introduction

A section of the Importance of Pre-school education states:

“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)

The interaction found within a nursery may help develop a child’s social skills as well as their intellectual growth in certain subjects such as English and Mathematics. Classroom based activities that are carried out in nurseries are part of the Birth to Three Matters Curriculum that is essential across day centres in England. No matter the age group that a child enters the establishment, there are specific performances that need to be carried out by the caregiver, with the notion that the child’s skills in certain academic areas will be enhanced and prepare them for entering The National Curriculum at the age of five. Early Learning Goals of the foundation stage of education fro children from three to five years has been set out by the Government. It states what most children should be able to do by the end of end of school reception year.

Children that are kept at home however do not seemingly have this advantage of structured activities or the interaction with many other infants. Therefore, their intellectual development could not be as well advanced as those who have been placed into nurseries at a younger age. It suggests doubt that they will not be prepared with the social skills and academic learning when they reach the age to enter reception year.

Yet all children develop at different stages and depending on the child will determine the rate in which the child progresses and which method of learning is most suitable to them. If the nurseries are over prescribed with children, this may mean that children who are shy and quiet may be over-shadowed by others in the group and therefore will be at a disadvantage as they will not receive as much attention. This ultimately is causing the caregiver to overlook the child and as a result affecting the child for later life. Likewise many children will experience some kind of special educational needs during their time in education. Nurseries and schools can help most children overcome the barriers their difficulties present quickly and easily. Yet, some children will need extra help and attention. This may not be given if there are not enough caregivers for the children, which is often the case.

Whilst being at home, the child is given much attention and is not separated from their mother, which can also play a role in the child’s development. With the mother being around the child does not feel a sense of loss or their primary caregiver is abandoning them. The attachment between a mother and a child is significant in the child’s growth. If at any time the infant feels deserted or left with a stranger, this could have a negative effect within the child and consequently hinder the child’s social and intellectual learning. It is these factors and on-going issues that provide the foundation of my study.

Whether a child should be placed into nursery at a young age or at all is a continuous debate that is constantly talked about in the media, the Government and most importantly amongst parents. There is much to be said about both opposing sides and each contain advantages and disadvantages.
This study will investigate the ………..(working title)………….. by observing the behaviour and the answers given by two children of the same age, yet one was placed in nursery at a young age whilst the other was kept at home. The study will follow a replica of the ‘Strange Situation’ that has been carried out by theorists in the past and although will not be providing a definite right or wrong answer to whether children should attend nursery or not, it will add to the on-going debate and will allow for further research and study in the future. The study has been conducted through participant observation with the data being collected through a combination of observational video and digital recordings as well as the use of observational field notes. Mini tests relating to mathematic and language learning were also conducted on the children in order to assess their intellectual development. To support my own understanding of the reasoning why parents may decide to place their children into nursery or not, I carried out informal interviews, which allowed parents to express their ideology and reasoning for their decisions. This study aims to provide the reader with an insight into the differences and similarities of children that have been placed in different learning environments. It also looks at the issues that surround working and interacting with children of a very young age.

2007-03-07T11:36:00.000Z

My Mother’s Story

During the month of January 2005, my mother discovered a lump upon her leg. It was slightly bigger than an average size mole found on one’s body and had changed in colour from when it had first appeared on the body. My mother always wanting to be on the safe side and knowing that she had miss-treated her skin when she was younger went to the NHS to get the mole checked out. They, being the nurses and the doctors at our local NHS hospital sent her away on several occasions, saying that the mole was nothing to be worried about and she had no cause for concern. Several months passed and the summer came along. Our family had planned a holiday to Thailand in August and just before we were due to fly, my mother visited the doctor again and once again they told her not to be worried and to just keep an eye on the mole, if it was to get any darker in colour or raise above the skin then there could be a problem.
My younger sister and I only recently discovered that my mother had had these doctor appointments prior to the Thailand vacation and it was not till November 2005, that I discovered my mother had any type of cancer. My elder sister had known as she had constantly been asking my mother questions and now I feel slightly dumb that I did not realise before. I do remember asking my mother on holiday what the mole was on her leg and why it was bleeding, but she just passed it off as nothing and therefore I did not think any more of it.
As I said above, the mole on holiday did start bleeding as it had rose above her skin and had been caught on something, it had also become very dark in colour and now did not look like a mole but rather a small lump of chocolate on her leg.
On November 1st 2005, I remember it very clearly; it is not something that one would forget that easily, I was getting ready to go out for my best friend’s birthday. I received a phone call from my mother on the house phone it was around 8’o clock and I knew straight away that something was wrong. She could hardly speak and was talking in a very low voice, which is not like my mother, she is very loud and has an extremely strong Welsh accent which is always lively and sounds cheerful. My mother told me that she had melanoma, skin cancer. The ‘c’ word was all that ringed in my ears. I had friends who had parents that had passed away due to different types of cancer and my grandmother had survived breast cancer, so I had been surrounded by the illness before, yet I never thought that my mum, at such a young age, would be the one telling me that she had cancer.
My younger sister had just been up to visit me and when she had returned home she knew that something did not seem right at home. She pestered my mother till my parents confessed that whilst she had been away, they had gone private and had been to see a specialist who informed my mother that the lump that been growing on her leg was cancerous and due to the length of time that it had been left without any treatment the cancer had spread to her groin. By this point in the phone conversation, I was beside myself and did not know what to do, I could not stop crying which in return caused my mum to cry and in the end, my father had to come onto the phone. My dad is a man of quite few words and never cries in front of me, this was probably the second time in my whole life that I heard him cry. To hear my dad crying made me feel even worse, nothing else seemed to matter at this point in my life. I went home the following week with my elder sister to visit my family and was only meant to be returning for the weekend, however the news of my mother finally hit once I had returned and sent me into what I can only describe as a state of depression. I could not stop crying, I could not move and I did not want to leave my mum and return to Manchester. I ended up staying for a further few days, most of them I just sat with my mum whilst she held me and I cried, it sounds pointless but I feel I needed to do this, to let it all out with my mother with me.
As my mum had now gone private, my dad explained to me that things would be happening much quicker now and the next couple of months would be extremely hectic. The consultant had stated that they needed to operate straightaway, he would be taking, I think about twenty-four lymphoid from her groin and also removing the lump from her leg. The operation was to be taking place at the Royal Marsden Hospital, six weeks before Christmas. This was another blow to my mother and the rest of the family. As it is to most families Christmas was a big occasion for our family and my mother loved to get involved and be the main host. The Christmas dinner, the presents, the wrapping all of the small minor details, such as decorating the tree and putting the decorations out around the house was something my mum loved to do and looked forward to, it gutted her that she would not be able to move around over Christmas and that she would have to rest instead of rushing around which she had done for the past twenty-two years. Christmas 2005 was extremely hard, yet it bought the family extremely close. We had always been a close family but I feel there was an extra appreciation for every family member now. For myself, the thought of losing my mother was unthinkable and I found a whole new respect for her, in the strength that she had in herself as well as for the rest of the family. Before, I had spoken to my mother three times a week, now I was phoning her everyday, even when she was in the hospital to fill her in on everything that was happening, I did not want her to miss out on anything, my mother became my new best friend.
After the operation and Christmas, my mum was off work for six months and was going for regular check-ups at the hospital. The cancerous lump on the leg had been removed and the high risk cells in her groin had also been removed, yet there were still low cancer cells as there had not been a cure yet found for this type of cancer. The cells would only become dangerous though if they were to develop into high risk cells as this would mean that they had become cancerous.
Summer 2006 came and my mum had been doing well, her consultant had told her she was able to go away on holiday but just to cover up and not sit directly in the sun. Other than that there were no reasons why she could not go away. The cancer was already there in my mum she could not get rid of it, by going on a summer holiday would not cause the illness to return, it could do that with or without the sun. Therefore, my parents and my younger sister went to Phoenix in America and they had a fantastic time.
Then in October, I received another horrid phone call. The cancer had returned, not even a year after it had been first removed, I could not believe that it had come back so soon. My world went into a whirlwind again, I could not eat, I was crying all the time and it was affecting everything in my life. However, on a positive note due to my mother going private the cancerous cells had been detected early and so this meant that they could be removed straightaway. My mother’s consultant removed the lump again in November and the operation was successful. The negative part was that again for Christmas, my mother felt slightly helpless, yet on the other hand it bought everyone even closer. I felt for the first time in my life, that I had to protect and support my mother as much as she had done and still does for me.
My mother has three month check ups and at the moment and hopefully fingers crossed the cancer has not returned again since. There may always be a possibility that it could return, but we have to look on the positive side of life and as my mum says we could cry everyday about it, but then it would be like the illness had killed her anyway. I am so proud of my mother and the way she has dealt with the whole journey and news. I had always looked up to my mum but now I see her in a new light and I do not know whether it has come with maturity or with the way she has managed the whole situation and the fact that I could have lost her but I do not keep anything from my mother now and there is nothing that I feel uncomfortable about or feel that I cannot tell her. Even if it may not be something she would like, she is my best friend and I know that she will always give me the best possible advice and support. That is how I feel for her now, I need to be there and support her at this time.

2007-02-26T16:27:00.000Z

Everything has slowed down…..but is now speeding up again! (hopefully)

What a week I have had!! I have been writing up transcripts which I had forgotten take forever to do and I hate doing them!!! Why did I choose to do an empirical study?! And if one person tells me how many words they have written I am either going to cry or punch them! Although I feel on track apart from the hiccup this week that could not be helped but that has delayed an observation that I wanted to be completed by now. One of the children in which I was looking to observe decided to get the chicken pox and no one could help these circumstances but I did feel slightly angry about it at the end of last week. However, I have spoken to the parents yesterday and although she still has some spots on her back and tummy, I will be able to carry out the observation on Wednesday! So things are looking up again!

Seriously though could anything else go wrong in my final year?! It is not a lucky year for me!!! Yet, I have developed my observations to having the children draw pictures of bodies and then from here I can analyse them intellectually through previous work that has been carried out before. Keep smiling Jo!!! The hard work is nearly over and you bring everything together! Please agree with me Clive!!

2007-02-12T16:45:00.000Z

Where I am at.....

This entry is to not only let Clive know where I stand in my process, but also lets me make sense of what I have been doing the last week!!!! I am just at the start of my reading week and over the past few days I have been speaking and meeting with the children and their parents to see when I am able to carry out my observations. Both parents have agreed and I have their consent to observe their children and record the data in whatever way I find most suitable and beneficial to my study.

I have decided that I will be video recording the children when carrying out the 'strange situation' and will have a digital recorder present when performing the intellectual tests. Here, I will be able to transcribe the intellectual observations and place them all as raw data in my appendix. I would also like to make use of still pictures to show siginifcant moments in the 'strange situation' and to highlight to the reader in a visual context these points. All of this equipment is available to me through the Student Media Services and I have been in talks with Howard about the use and availability! I am in the process of using a digital recorder, it is a new piece of equpiment that is being used to try and replace the old tape recorders. I have to be honest, it looks pretty high-tech and very cool!!!! Yet, Howard ensures me that it is easy to use and if I have any trouble with any of the equipment to just phone him! Such a nice man! The process that I am carrying out now on the digital recorder will allow me to be fully confident when I come to use it for my dissertation! This, fingers crossed, will be happening in the next week!

I am having to go home on Thursday for family reasons and I do have to carry out an interview on my younger sister for another assignment (yes I will be using the digital recorder!!!) But I will be back up on Sunday and by the end of next week, I hope to have all my data collected!!! Ahhh!!!

I have also decided that I will be carrying out an interview on my mother. I want it to be only informal and it may happen that I do not even use it in my final piece, but it will be about my own experience of my up-bringing and how I reacted to mother-child seperation. As I was so young, obviously I do not remember if I was 'clingy' towards my mother or quite happy to be placed in unfamiliar surroundings. For my own personal knowledge, I would like to carry out this interview and also it may fit in nicely around the topic that I am looking into! Also I get to use the digital recorder again!!!

2007-02-12T16:26:00.000Z

Children at home and in Day Care (full reference later on)

Raises questions about the "effects of these alternate environments" outside of the home. Although most day care and nursery centres are not connotated as being rough, many people do fear "that being in day care will harm children." (2) Yet, within this book day care is being discussed and described as any other care for children that is not carried out by immediate family i.e parents and grandparents. Therefore, here the term day care can be associated with babysitters, other people/carers entering the family home.
Stewart et al highlights some of the funding questions surrounding this topic; "what is the nature of the attention received from their care givers in day care? what is the significance of their daily seperations from their mother?

N.B This ties into my investigation and co-insides with many questions that I have on the subject. Specfically when looking into the intellectual development

(3) "What aspects of the day-care environment are critical for providing such stimulation of development? Can children be given enough stimulation to ensure their intellectual development/growth in a day-care facility with a large group of children and few-care givers or in a home care arrangement with a disinterested caregiver?

Methodology (31)
The study is carried out through two parts; intense observations at different points of the day 'you' want it to be as realistic as possible as many studies "simply visit families when it is convenient for the parents". This does not allow for the researcher to gain valid and reliable evidence as the situation is false. Second part involves interviews with both parents and caregivers. The data from the observations was collected through utterances being recoreded from the adult to the child and vice versa.

2007-02-12T16:00:00.000Z

Notes on Making Meaning from Data

How are we going to display our data in a way that highlights the meanings we have found, so that our audience can engage with it effectively.

Methodology, Epistimology and Ontology

Ontology: the way you think (your beliefs about the world). Your place in the world is affecting your methods that you choose.

These will be guided by: Interviews

I believe that people tell the truth
I assume they will not tell lies
This is my understanding of how the world works
Nature of truth

Questions to consider:

What is your research question?
What are your methodological learnings? Interpretivistic? Positivistic?

N.B Neil Carey in 1st year - Reading and Researching Communication

What procedures/methods/strategies have you adpoted for collecting the data which will inform your study?
Have these procedures/methods been influenced by your proposed analytical methods?
How will you represent that data?

Preparing for analysis

Make sure your data is an easy accessible form:

Quantative data: The number of people I selected for interviews (in my case observations). The number of themes I have generated and then think about how to display these themes. For example Microsoft Excel, input data and then go to insert and select; from here you can choose from a bar or a pie chart. Even think about making charts for the pre-data, data collected before the observation;

Sex - Male/Female

Age - Consider date of birth/years/age category

Family background/history

Summarise your statistics (keep raw data in appendix) With themes, note down the differences (variability). You then need to interpret these differences, why do they exist? what significance do they have for answering your initial research questions. (Frequency counts, thematic analysis, numerical results).

Qualitative data analysis - Interview transcripts, how do we interpret this data? See link on WebCT

General points to consider:

Reduce and Organise
Edit
Summarise
Code
Note
Conceptualise (try to see the bigger picture, this shows what happens)
Display
Interpret (how much of the transcript will you use?)
Think about how I am going to display my data (graphs, charts, transcripts)

Need a plausible ending, do not just say it's true, valid and reliable. Has it done/attempted to set out what you set out to do?

2007-02-12T15:36:00.000Z

Meeting with Clive

I have had a breakthrough!!! This breakthrough happened awhile ago but because my Internet at home has been rubbish, this is the first time I have been able to write about it!! I feel like I know where I am going with my dissertation finally and this is where my focus will lie. I have shifted through material and have changed my ideas everytime I have read something but now I feel confident that I have something that could really work, I just need to tell Clive!

I was scared before going into see Clive, yet I am not exactly sure why! I think it was because I as aware that he may not like my ideas, he may not give me consent to run my ideas and the thought that this could happen was scary! However, I felt the meeting went really well and I came out feeling extremely positive and ready to press forward.

The focus now lays in looking at children who have been kept at home in the early stages of their lives or have been placed in day care/nurseries. I am not looking to state that one option is better or more beneficial for the child but rather add to the on-going debate that is discussed in most of the relevant literature. I will be contributing to the debate by carrying out observations on two children that I am able to gain access to, these observations will consist of an intellectual test to see how well the child is developing and also an observation known as 'the strange situation' which will be explained further in my final piece but it consists of the mother placing the child in a room with unfamiliar toys and an unfamiliar person, and observing how the child reats to the surroundings, the 'stranger' and then how the child reacts once the mother returns.

I briefly explained this observation to Clive and we begun to dicuss the idea and connotations of the term 'experiment' and how, for me the thought of carrying out an experiment on children disgusted me slightly as it made me think of the children as lab rats/guniea pigs rather than human beings. We were both interested into why I thought this and this is something that I would like to pursue, therefore I will be carrying out research on the term 'experiment' and also researching into my own thoughts and feelings.

I also need to gain consent off the parents of the children and I am wanting to observe due to ethics that are concerned when dealing with children. I already have my ethics form and now just need to approach the parents.

I placed forward the idea to Clive that I want to include a section or involve my mother in my final piece of my dissertation. She has played a large role and has had a big affect on my University life and the way in which my dissertation is forming, Clive agreed with me and I will be writing a type of autobiography about my mother and I, which I have already started to do and there are pieces of literature that I have also found that help highlight and represent what my mother means to me.

Finally in the next two to three weeks, I will be gathering my data and then deciding how to represent this in my final piece. As well as asking myself how I will analyse and interpret the data that I receive for it to be made clear to my reader.

2007-01-24T22:03:00.000Z

Cunningham, H (2005) Children and Childhood in Western Society Since 1500. Great Britain: Pearson Education Limited

Cunningham discusses the changes over the years, beginning in America where children were being made to look like science projects and parents were advised not to have an intimate or loving contact with their children. But rather John Watson suggested that parents should treat their children “as though they were young adults.” (183-184) This then changed after the Second World War as many stated that this treatment of children would play a large role in their attitudes later on in life. “Parents were (now) being advised to enjoy parenting rather than to look on it as an intimidating scientific task.” (84)

N.B Personally I do not agree with treating infants like young adults they are entitled to enjoy their childhood and be able to experience love and fun. Reading the part of this text caused me to become quite angry and upset about the way children used to be seen as guinea pigs and ruled in a fascist way.

Cunningham continues to say that the child has changed from being a “productive role within the economy” to “ a new role as consumers.” (185) He goes onto claim that this therefore altered the opinion of the parent and as a result, parents decided to have less children as they were not being valued as a contribution to the family economy. Instead, they valued more individually and for “emotional reasons”. This therefore created a rise in a child’s confidence when they were older and were able to contribute to the family’s economy. (85)

2007-01-24T22:01:00.002Z

Woodhead. M, Light. P and Carr, R. (1991) Growing up in a Changing Society. London: Routledge

Barbara Tizard (Chapter 4) Source: E. Lloyd, A. Phoenix and A. Woollett (1991) Social Construction of Motherhood, London: Sage

Methodology: Looked into the work and research carried out by John Bowlby who “believes that the root of personality development lies in the child’s early relationships with the mother.” (61)

The lack of intimacy and loving relationship between a mother and a child can have a large effect on the infant’s development and he has related and carried out this theory on a “study of young thieves” (61)

N.B Look at work on John Bowlby

K. Alison Clarke-Stewart (Chapter 5) Source: American Psychologist (1989) 44 (2): 266-73

Clarke-Stewart talks about the dramatic increase of mothers going back into full-time employment after having children.

Mother-infant relationship the theories that surround this area – mainly concerning with Freud and his views on child/separation from the mother and the effect on the child’s development. Stewart states clearly that although research has shown that children still prefer their mother’s attachment rather than that of a care-taker’s, however her question is “whether the quality of their attachment is as good” is as “emotionally secure” as those attachments that have formed through a child and a parent who has been the only caregiver in the infant’s life.” (79)

Methodology: Stewart began to research this through bringing together data from all studies that have been carried out on child’s attachment to their mothers.
The Strange Situation: (80) Where the child is left in an unknown room with an unknown woman and toys that are unfamiliar and not of their own. The study is carried out to see if children react differently when the mother comes back into the room. Those who have been in day care are supposed to be less likely to be affected by the mother’s return and will quite happily play with the unfamiliar toys and be comforted by the stranger of another woman. Where as the child who is constantly cared for by the mother will want to be reunited with her as soon as she returns to the room. Yet, a disadvantage of this situation is the stress that can be placed on the child, as it is an unusual environment for them to be in.
Clarke-Stewart and Fein (1983) claimed that quite often researchers have discovered that children who attend infant day care have higher intelligence. Tests that have been carried out on infants aged between 18 months and 5 years showed that those who had been placed in day care/nurseries received higher scores on intelligence tests then those who had not. (84)
She goes onto talk about the varied factors that may affect the child’s attachment: (85-87):

1.) Day care factors – “the type, stability or quality of day care experienced by the infants.”
2.) Child factors – the individual; the different characteristics of the child.
3.) Family factors – the mother as an individual whether she had intended to stay at home and then realised or decided that she could not cope with motherhood. Another example given is the stress of dealing with “two full-time jobs – work and motherhood – which would lead to more rejection of every additional burden, including the baby.” (87) This could be extended to having to deal with household tasks and chores as well.

Sources I would like to get hold of:

Ramey, C.T, Dorval, B and Baker-Ward, L (1983) “Group day care and socially disadvantaged families: effects on the child and the family” in S. Kilmer (ed) Advances in Early Education and Day care (Vol 3, 69-106) Greenwich, Conn: JAI Press

Clarke-Stewart, K. A and Fein, G. G (1983) “Early Childhood Programs” in P. H Mussen (ed) Handbook of Child Psychology: Vol.2 Infancy and Developmental Psychobiology. New York: Wiley

2007-01-24T22:01:00.001Z

Methodology of Elkind

The research that Elkind carried out was through looking at past assignments over the past ten years. He considers child development to be a “broad domain” which deals with results found in the classroom as well as the home. Elkind talks about a “two-directional approach” to this area. Practical as well as theory, the research in Elkind’s book contains both “research and theory to practice” and “practice to research and theory” (Introduction ix-x)

Chapter 2 in Elkind considers day care in America (22-23) – Similar to my own experience of working in day care, the staff at all levels, whether they be managers or not, enjoy their jobs and maintain “an enthusiastic” approach. Yet, many of the staff are young and although enjoy working in this type of environment do not see it as a full-time or life-long career. Therefore it is hard “getting and keeping competent staff” (22). Many staff members in this particular nursery, similar to those I have worked in found that with staff being so young, they choose to stay only for a couple of years before finding something new. For many, this involves moving onto higher education. However, the low pay also plays a large role in the staff constantly leaving. The salary of a care-worker is not much at all and although staff love the job and working with the children, the pay is not enough to keep them. This seems to be the case in both England and America.

2007-01-24T22:00:00.000Z

The Struggle…….

Well it has been awhile since I have been here! I have found it extremely hard to get back into my Independent Study and I have to admit that I have put it to the back when it has come to my other work. Over the weekend and this week, however I sat down just to read over some books and the work that I have already done. This helped a lot as it has placed me back into the motion of wanting to work on it. Now, I do not know why I did not do this before I was afraid of the Independent Study but once again I have had to tell myself that it is not as big as I believe it to be.

I have progressed in my ideas and feel that I have something to work with at the moment. As before I was worrying that I was not sure where I was going and I had placed a mental block in the pathway. However, now I feel I know where I am going with my Independent Study and this is why I wish to meet up with Clive on Friday to discuss my plans!

2006-12-04T22:20:00.000Z

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.

2006-12-04T22:03:00.000Z

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.

2006-12-01T16:52:00.000Z

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!!!!

2006-11-24T00:50:00.000Z

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!

2006-11-23T23:46:00.000Z

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.

2006-11-20T23:46:00.000Z

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:

Elkind, D 1979 The Child and Society. New York: Open University Press

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

2006-11-20T23:26:00.000Z

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

What is it you’re reading?
Who wrote it?
Why did they write it?
When did they write it?
Select and sample research
Page numbers for citations and Journals needed

The decision NOT to read is as important as the decision to read a piece of text.

Methodologies

Who has researched into the area before
Epistemology – the study of knowledge
Why would it be researched in this way?
Positivistic/ Interpretivistic
Do ‘you’ want to find a definite answer or discussing what is already known and creating further areas of study? Exploratory versus Explanatory
The ‘thinking’ behind the research
Why are ‘you’ choosing this particular method?
Ontology
Nomological/ Positivist – could be followed by everyone, underlying laws
Idiographic/ interpretivistic – expect to see differences between people’s views (specific understanding)
Empirical – doing, creating your own research. Generating ‘your’ own data
Inductive – theory then data
Deductive – data then theory
Reliability/ Truth/ Validity/ Collection
Power
Ethics – why one way and not another/ be critical and reflective

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

2006-11-20T23:14:00.000Z

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?

2006-11-20T23:10:00.002Z

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:

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!!!

2006-11-20T23:10:00.001Z

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.

2006-10-23T13:34:00.000+01:00

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.....

2006-10-23T13:22:00.000+01:00

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:

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!!!

2006-10-20T12:32:00.000+01:00

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.

2006-10-20T11:48:00.000+01:00

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.

2006-10-16T13:20:00.000+01:00

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!

2006-10-16T13:10:00.000+01:00

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?

2006-10-09T14:03:00.000+01:00

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.

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.

I just feel that there is so much I do not know!!!

2006-10-09T12:08:00.000+01:00

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.

2006-10-09T11:48:00.000+01:00

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:

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!!!!

2006-10-09T11:33:00.000+01:00

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,

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.

2006-10-08T15:26:00.000+01:00

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:

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:

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

2006-10-08T15:09:00.000+01:00

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!!!!!

2006-10-06T13:18:00.000+01:00

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:

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.