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

Version 2 2024-06-13, 08:59
Version 1 2015-03-25, 10:32
journal contribution
posted on 2024-06-13, 08:59 authored by E Hunkin
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.

History

Journal

Australasian journal of early childhood

Volume

39

Pagination

30-35

Location

Watson, A.C.T.

ISSN

1839-5961

eISSN

1836-9391

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2014, Early Childhood Australia

Issue

2

Publisher

Early Childhood Australia