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