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We're offering true play-based learning: teacher perspectives on educational dis/continuity in the early years

Hunkin, Elise 2014, We're offering true play-based learning: teacher perspectives on educational dis/continuity in the early years, Australasian journal of early childhood, vol. 39, no. 2, pp. 30-35.

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Title We're offering true play-based learning: teacher perspectives on educational dis/continuity in the early years
Author(s) Hunkin, Elise
Journal name Australasian journal of early childhood
Volume number 39
Issue number 2
Start page 30
End page 35
Total pages 6
Publisher Early Childhood Australia
Place of publication Watson, A.C.T.
Publication date 2014-06
ISSN 1839-5961
1836-9391
Keyword(s) early childhood education
educational continuity
teacher perspective
Social Sciences
Education & Educational Research
Summary Educational continuity is a well-documented challenge facing the early childhood field. This research project investigated preschool and primary teachers' perspectives of educational dis/continuity, as they have been under-represented in the literature to date. The inclusion of dual-qualified educators in the sample group provided the counter-perspective of those who have trained and taught in both settings. It was found that teacher perceptions of how preschool and primary school differentiate have historical roots, and are orientated in the belief that the two settings apply incongruent approaches to teaching and learning. It was argued that gaining knowledge and experience in both settings could open up teachers' perceptions and assist them to find opportunities for improving continuity.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
1301 Education Systems
1303 Specialist Studies In Education
1701 Psychology
Socio Economic Objective 939999 Education and Training not elsewhere classified
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Early Childhood Australia
Persistent URL http://hdl.handle.net/10536/DRO/DU:30071755

Document type: Journal Article
Collection: School of Education
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