Key Stage One teachers’ perceptions surrounding the adoption of a pedagogy of play beyond the Early Years Foundation Stage into Key Stage One.

de Lang, Chelsea (2022) Key Stage One teachers’ perceptions surrounding the adoption of a pedagogy of play beyond the Early Years Foundation Stage into Key Stage One. Undergraduate thesis, University of Chichester.

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Abstract

This independent project set out to determine Key Stage One teachers’ perceptions surrounding the adoption of a pedagogy of play beyond the Early Years Foundation Stage into Key Stage One. To support the researchers understanding, a small-scale case study was carried out in a one-form entry school in the south-east of England using field notes, document analysis and interviews as the primary research methods. The research findings concluded that Key Stage One teachers have a limited understanding of and place a limited value on playful learning and believe that the benefits to adopting a pedagogy of play are outweighed by the barriers. Leading to the recommendation that KS1 teachers should attend continual professional development.

Item Type: Thesis (Undergraduate)
Additional Information: BA (Hons) Primary Teaching
Uncontrolled Keywords: play, early years, KS1
Subjects: L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Academic Areas > Institute of Education, Social and Life Sciences > Education and Teaching
Student Research > Undergraduate
Depositing User: Ruth Clark
Date Deposited: 13 Jul 2022 12:02
Last Modified: 13 Jul 2022 12:02
URI: https://eprints.chi.ac.uk/id/eprint/6389

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