Exploring the development of professional love and teacher-child relationships within the Early Years Foundation Stage, Key Stage 1 and Key Stage 2 from teachers’ perspectives

Student, A. (2021) Exploring the development of professional love and teacher-child relationships within the Early Years Foundation Stage, Key Stage 1 and Key Stage 2 from teachers’ perspectives. Undergraduate thesis, University of Chichester.

[img] Text
2021007.v2.pdf - Submitted Version
Restricted to Registered users only
Available under License Creative Commons Attribution.

Download (293kB)

Abstract

This research project set out to explore professional love in a primary school setting and how teachers form professional, nurturing relationships with children. It also identified the barriers that arose when forming professional relationships with children and it supported teachers when reflecting on their own practice. The data was conducted using qualitative research methods in the form of semi-structured interviews. The data uncovered the main findings that professional love is evident in the Early Years Foundation Stage (EYFS), Key Stage 1 (KS1) and Key Stage 2 (KS2) and that barriers to developing positive, professional relationships are present within the primary classroom.

Item Type: Thesis (Undergraduate)
Additional Information: BA (Hons) Primary Teaching
Uncontrolled Keywords: early years, professional love, nursery,
Subjects: L Education > LB Theory and practice of education > LB1139 Early childhood education
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Departments > Education
Undergraduate Dissertations
Depositing User: Ruth Clark
Date Deposited: 21 Sep 2021 07:03
Last Modified: 21 Sep 2021 07:03
URI: http://eprints.chi.ac.uk/id/eprint/5956

Actions (login required)

View Item View Item