Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Waiting to learn : an analysis of instruction in four preschool settings in poor contexts
Worldwide there has been a growing recognition of the important role that preschool education can play in supporting later school (and life) success. At the school level, studies that examine and broaden knowledge of educational transmission in the classroom (pedagogic discourse) have been useful in...
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2016
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867613254908379136 |
|---|---|
| access_status_str | Open Access |
| author | Jowell, Justin |
| author2 | Hoadley, Ursula Kate |
| author_browse | Hoadley, Ursula Kate Jowell, Justin |
| author_facet | Hoadley, Ursula Kate Jowell, Justin |
| author_sort | Jowell, Justin |
| collection | Thesis |
| description | Worldwide there has been a growing recognition of the important role that preschool education can play in supporting later school (and life) success. At the school level, studies that examine and broaden knowledge of educational transmission in the classroom (pedagogic discourse) have been useful in providing pointers towards better practices to support children's learning at school. Extending the study of pedagogy to the preschool level seems to hold great potential for better understanding how to support children's learning. This study, based within a sociology of education framework, poses the question: How is pedagogy constituted and how does it vary across four different preschools situated in working class areas? Using a case study approach, four sites were chosen from the same setting, and classroom observation data collected. The study examines in these sites how time is distributed across the school day in relation to different domains of early learning; how pedagogy is structured (and how it varies); and how what is offered at the four settings compares to an optimal1 pedagogy identified for school, and preschool, in the research literature. Drawing on Basil Bernstein's conceptual frame for the analysis of pedagogy, a coding tool was adapted from Hoadley (2005) for the preschool setting which enabled a robust description and comparison of the pedagogy at the four sites. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/20722 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:13.838Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/20722 Waiting to learn : an analysis of instruction in four preschool settings in poor contexts Jowell, Justin Hoadley, Ursula Kate Education Worldwide there has been a growing recognition of the important role that preschool education can play in supporting later school (and life) success. At the school level, studies that examine and broaden knowledge of educational transmission in the classroom (pedagogic discourse) have been useful in providing pointers towards better practices to support children's learning at school. Extending the study of pedagogy to the preschool level seems to hold great potential for better understanding how to support children's learning. This study, based within a sociology of education framework, poses the question: How is pedagogy constituted and how does it vary across four different preschools situated in working class areas? Using a case study approach, four sites were chosen from the same setting, and classroom observation data collected. The study examines in these sites how time is distributed across the school day in relation to different domains of early learning; how pedagogy is structured (and how it varies); and how what is offered at the four settings compares to an optimal1 pedagogy identified for school, and preschool, in the research literature. Drawing on Basil Bernstein's conceptual frame for the analysis of pedagogy, a coding tool was adapted from Hoadley (2005) for the preschool setting which enabled a robust description and comparison of the pedagogy at the four sites. 2016-07-25T11:36:02Z 2016-07-25T11:36:02Z 2016 Master Thesis Masters MEd http://hdl.handle.net/11427/20722 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Jowell, Justin Waiting to learn : an analysis of instruction in four preschool settings in poor contexts |
| thesis_degree_str | Master's |
| title | Waiting to learn : an analysis of instruction in four preschool settings in poor contexts |
| title_full | Waiting to learn : an analysis of instruction in four preschool settings in poor contexts |
| title_fullStr | Waiting to learn : an analysis of instruction in four preschool settings in poor contexts |
| title_full_unstemmed | Waiting to learn : an analysis of instruction in four preschool settings in poor contexts |
| title_short | Waiting to learn : an analysis of instruction in four preschool settings in poor contexts |
| title_sort | waiting to learn an analysis of instruction in four preschool settings in poor contexts |
| topic | Education |
| url | http://hdl.handle.net/11427/20722 |
| work_keys_str_mv | AT jowelljustin waitingtolearnananalysisofinstructioninfourpreschoolsettingsinpoorcontexts |