jurnal no 15(dr nordin)

8/10/2019 Jurnal No 15(Dr Nordin)

1/11

This article was downloaded by: [University of Strathclyde]On: 06 August 2012, At: 00:28Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: MortimerHouse, 37-41 Mortimer Street, London W1T 3JH, UK

Education 3-13: International Journal of Primary,

Elementary and Early Years Education

Publication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/rett20

Early years practitioners' understanding of

pedagogical effectiveness: Defining and managing

effective pedagogyJanet Moyles

a, Sin Adams & Alison Musgrove

aSchool of Education, Anglia Polytechnic University, Rivermead Campus, Bishop Hall

Lane, Chelmsford, CM1 1SQ Phone: 01245 493131 x.3501/2 E-mail:

Version of record first published: 30 Jul 2007

To cite this article:Janet Moyles, Sin Adams & Alison Musgrove (2002): Early years practitioners' understanding ofpedagogical effectiveness: Defining and managing effective pedagogy, Education 3-13: International Journal of Primary,Elementary and Early Years Education, 30:3, 9-18

To link to this article: http://dx.doi.org/10.1080/03004270285200291

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E A RL Y Y E A R S P R A C T IT IO N E R S

U N D E R S T A N D I N G O F P E D A G O G I C A L

E FFE CTIV EN ES S: D E F I N I N G A N D

M A N A G I N G EFFEC TIVE P E D A G O G Y

Janet M oyles Si6n Ada m s and Al ison Musgrove

T h i s p a p e r s s e ts o u t t o c o n s i d e r t h e e x i s ti n g d e b a t e s a n d e v i d e n c e

r e g a r d i n g e f fe c ti v e p e d a g o g y i n t h e e a r l y y e a r s , i. e. t h e e d u c a t i o n o f

c h i l d r e n f r o m 3 - 5 y e a r s o f a g e . W o r k i n g f r o m a g r o u n d e d t h e o r y b a s is ,

t h e r e s e a r c h e x p l o r e d w i t h a g r o u p o f n a t io n a l l y d i s t r i b u t e d

p r a c t i t i o n e r s , a c r o s s a r a n g e o f e ff e c t iv e e a r l y y e a r s s e t t i n g s , t h e c o n c e p t s

o f p e d a g o g y a n d e f fe c ti v en e s s. T h r o u g h p r a c t i t i o n e r s r e f le c t io n s o n

v i e w i n g t h e i r o w n p r a c t i c e o n v i d e o a n d d e l v i n g i n s o m e d e p t h i n t o t h e i r

p e r c e p t i o n s o f t h e i r o w n r o l e a n d i t s a t t r ib u t e s , w e u n c o v e r e d e v i d e n c e o f

t h e s i g n i f ic a n c e a n d i m p l i c a t i o n s f o r p r a c t i t i o n e r s o f t h e c h a n g i n g r o l e o f

p r a c t i t i o n e r s , f r o m o n e o f m a i n l y p r o v i d e r o f ac t iv i ti e s f o r c h i l d r e n t o

t h a t o f r e f le c t iv e a n d i n f o r m e d e d u c a t o r , w h o a n a l y s e s , e v a l u a te s a n d

c h a l le n g e s t h e i r o w n a n d o t h e r s p r a c t ic e s .

T h e d a t a o n e f f ec t iv e p e d a g o g y w a s g a t h e r e d i n c o l l a b o r a t io n w i t h 7 4

p r a c t i t i o n e r s i n 2 7 e f f e c ti v e s e t t i n g s i n 1 6 d i v e r s e g e o g r a p h i c a l l o c a t i o n s

w i t h i n E n g l a n d a n d w a s c o m m i s s io n e d b y th e D e p a r t m e n t f o r E d u c a t i o n

a n d S k il ls . T h e r e s e a r c h m e t h o d s i n c l u d e d i n t e rv i e w s , r e fl e c ti v e

d i a lo g u e s , p a r e n t a l q u e s t i o n n a i r e , v i d e o o b s e r v a t i o n , d o c u m e n t a r y

a n a l y si s a n d l i t e r a t u r e i n t e r r o g a t i o n . T h e r e s e a r c h u s e d l a y e r e d

f i e l d w o r k - n i n e s e t ti n g s w e r e v i s it e d i n e a c h o f th r e e t e r m s d u r i n g 2 0 0 0 -

2 0 01 . F i n d i n g s s u g g e s t a v a s t a n d c o m p l e x a r r a y o f s k il ls , a t t r i b u t e s a n d

c h a r a c t e r i s ti c s a r e r e q u i r e d o f e a r l y y e a r s p r a c t i ti o n e r s a n d t h e s e a r e

d e v e l o p ed i n t h e c o n t ex t o f s o u n d u n d e r p i n n i n g m a n a g e m e n t s t r u c t u r e s

w h i c h s y s t e m a t i c a ll y s u p p o r t t h e p r o f e s s i o n a l d e v e l o p m e n t o f

p r a c t i t i o n e r s w h o s e i n it i a l a n d c o n t i n u i n g t r a i n i n g o p p o r t u n i t i e s m a y b e

e i t h e r l im i t e d o r a d h o c .

EDUCATION 3 13 October 2002 9

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MANAG EMEN T IN PRIMARYSCHOOLS

ntroduct ion

T h i s p a p e r h a s a r i se n f r o m a D e p a r t m e n t f o r E d u c a t i o n

and S k i l l s (DIES ) fund ed re s ea rch p ro j ec t (S P EE L) -

S t udy o f P edagog i ca l E f fec t i venes s i n Ear l y L ea rn i ng -

t h a t b e g a n i n N o v e m b e r 2 0 0 0 a n d l a s t e d f o r t w e l v e

m o n t hs ~. The a i m s and ob j ec t i ves o f t he r e s ea rch were

t o i d e n t i f y t h e c o m p o n e n t s o f e ff e c t iv e p e d a g o g y i n t h e

new F oun da t i on S t age ( ch i l d ren age d 3 -5 yea r s ) and t o

p r o d u c e a F r a m e w o r k o f E f f e c ti v e P e d a g o g y g e n e r a t e d

by ea r l y yea r s p rac t it i one r s and capab l e o f u s e by t h em

as an ev aluat ion tool .

T h e c o n c e p t u a l b a s is o f t h e s t u d y, a l t h o u g h i n f o r m e d

by s i gn i f i can t li t e ra t u re r ev i ews , was i n t ende d to be

g r o u n d e d i n p r a c ti t io n e r s o w n u n d e r s t a n d i n g o f e f fe c -

t ive ped agog y and t he i r ab i l i ty t o be e f f ec t ive i n t he ro l e

o f pedagogu es . The r a t i ona l e fo r t h i s was t ha t t he w i de

range o f va r i ous l y t r a i ned , m u l t i -p ro fes s i ona l peop l e

wh o cons t i t u t e t he ea r l y yea r s work fo rce were un l i ke l y

t o have an ove ra l l de f i ned (o r co rpo ra t e ) concep t o f

pedagogy ye t i n t he i r da i l y l i ves were work i ng i n

s e t t ings de em ed t o be h i gh l y e f f ec ti ve acco rd i ng t o , fo r

e x a m p l e , O f S T E D i n s p e c t io n r e p o r t s a n d l o c a l

au t ho r i t y pe r s onne l .

There has been an i nc reas ed i n t e res t i n p rac t i t i one r s

c o n s t r u c t o f p e d a g o g y a n d t h e w a y i n w h i c h i t i n fo r m s

ef fec t ive teach i ng and l ea rn i ng ( e .g . Day 1999a). A s

pedagog i ca l under s t and i ng deve l ops , i t s com pl ex i t y

and fo rm er e l u s i venes s i s i nc reas i ng l y acknowl edged .

The r ece n t i n te res t i n ped ago gy by t he Eng l i s h govern -

m e n t r e s u lt e d i n t w o k e y r e s e a rc h p r o j e c t s f u n d e d b y

t h e D I E S i n 2 0 0 0 -0 1 o f w h i c h S P E E L i s o n e . I n o r d e r

t o p res en t t he back g rou nd t o t h is pape r , t hes e two p ro -

j ec t s a r e i n t roduced i n t he fo l l owi ng s ec t i on , t oge t he r

wi t h a b r i e f r e f e rence t o o t he r r e l a t ed and r ecen t

i n it ia t ives . The s eco nd s ec t i on o f t h i s pape r w i l l p res en t

t h e r e se a r c h d e s i g n a n d m e t h o d s f o r th e S P E E L p r o -

j ec t ; fo l l owed by s ec t i on th ree p res en t i ng the r e s ea rch

f i n d in g s . A s o n e o f t h e f i n d i n g s f r o m t h e r e s e a r c h

i nd i ca t ed a m a j o r ro l e fo r m anage r s i n f ac i l it a t ing and

deve l op i ng e f f ec t i ve pedagog i ca l p rac t i ces , t he f i na l

d i s c u s si o n w i ll e x p l o re s o m e o f t h e m a n a g e m e n t i m -

p l i c a ti o n s o f t h e e m e r g i n g e v i d e n c e.

I t is wor t h h i g h l i gh t i ng a t th i s po i n t j u s t a f ew key

t e rm s . P rac t i t i on e r s , i n ea r l y yea r s educa t i on and ca re ,

m e ans a l l t hos e adu l t s f rom a r ange o f d i f f e ren t d i s -

c i p l ines i nc l ud i ng educa t i on , hea l t h and ca re w ho w ork

wi t h ch i l d ren . P rac t i t i one r s have a d i ve r s e a r r ay o f

qua l i f i ca t i ons r ang i ng f rom a f ew who s t i l l h ave no

qua l i f i ca t i ons a t a l l t h rough t he fu l l gam u t o f t hos e

wi t h NV Q l eve ls , va r ious ce r t i f i ca t e s and d i p l om a s , in -

c l u d i n g n u r s e r y n u r s e s a n d t e a c h e rs w i t h p o s t - g r a d u a te

qua l i f ica t i ons . In t he S P E EL res ea rch i t was i m por t an t

t ha t t he i n t e res ts and exper t i s e o f a l l t hes e peop l e w ere

rep res en t ed in t he evo l v i ng F ram ework .

P rac t i t i one r s work i n a va r i e t y o f se tt ings i nc l ud i ng

p l ayg roups , i ndep ende n t and s t a t e nu r s e ry c l a s s es and

s choo l s , day nu r s e r i e s , ch i l dm i nd er s , r ecep t i on c l a s s es

and p r i va t e s choo l s .

I n t h e S P E E L p r o je c t , w e h a v e d e f i n e d - t h r o u g h t h e

a n a ly s is o f p ra c t i ti o n e r s c o m m e n t s a n d p r a c t ic e i n

effect ive se t t ings - e ar l y ye ars p e d agog y as:

... bo t h t he beh av i ou r o f teach i ng a nd be i ng ab l e to

t a l k abou t and r e f l ec t on t each i ng . P edagogy en -

c o m p a s s e s b o t h w h a t p r a c t i ti o n e rs a c t u a l ly D O a n d

THINK and t he p r i nc i p l e s , t heo r i e s , pe rcep t i ons

and cha l l enges t ha t i n fo rm and s hape i t. I t connec t s

t he r e l a t ive l y s e l f - con t a i ned ac t o f t each i ng an d

be i ng an ea r l y yea r s educa t o r , w i t h pe r s ona l , cu l -

~ r a l a n d c o m m u n i t y v a l u e s ( in c l u d i n g c ar e ), c u r r i -

cu l um s t ruc t u res and ex t e rna l i n f luences . P edago gy

i n the ea r l y yea r s ope ra t e s f rom a s ha red f r am e o f

r e f e r e n c e ( a m u t u a l l e a r n i n g e n c o u n t e r ) b e t w e e n

t he p rac t i ti one r , t he you ng ch i l d and h i s / he r f am i ly .

f fec t iveness we have de t e rm i n ed as r e l a ti ng to :

.. . id en t i f i ab le f ea t u res o f ped ago gy wh i ch i nd i ca t e

qua l i t y t each i ng and l ea rn i ng and can b e i den t i f i ed

by kno wl edg eab l e obs e rve r s . E f fec t ive ea r l y yea r s

p rac t i ti one r s a r e thos e wh o bo t h pos s es s and app l y

t o t he i r p rac t i ces s pec i f i c va l ues , qua l i ti e s , know -

l e d g e a n d t h i n k i n g w h i c h e n s u r e t h e y h a v e a p o s i -

t ive e f f ec t on ch i l d ren s l ea rn i ng and deve l opm en t .

E f f e c t i v e p e d a g o g y n o t o n l y p r o d u c e s o u t c o m e

resul t s in re la t ion to input , bu t a l so represents a

c o m m o n c o r e o f v a l u e s a n d o b j ec t iv e s to w h i c h a l l

t hos e i nvo l ved can s ubs c r ibe ( and as p i r e ). E f fec -

t i venes s is , the re fo re , capab l e o f be i ng obs e rved

aga i n s t a we l l -de f i ned and i nc l u s i ve f r am ework

and can b e m eas u red aga i n s t ag reed c r i te r i a.

Jus t as pract i t ioners in the ear ly years are d iverse , so are

t he m a n a g e r s who l ead t eam s i n t he va r i ous s e t t i ngs ,

w h o s e b a c k g r o u n d s c a n b e a s e q u a l ly v a r i e d a s t h e ir

e m p l o y e e s . T h e t e r m m a n a g e r i s u s e d g e n e t i c a ll y t o

i nc l ude head t eache r s and p r i nc i pa l s , a s we l l a s heads o f

day nu r s e r i e s and p l ayg roup l eade r s . Mos t o f t hes e

p e o p l e a r e a c c o u n t a b le t o s o m e k i n d o f b o a r d o f

m anager s o r governo r s .

F in a ll y, c u r r i c u l u m i n th e e a r l y y e a rs i s n o w d e f i n e d

b y t h e

urriculum guidance for the foundation stage

( C G F S - D I E S / Q C A 2 0 0 0 ) , th e i n t r o d u c ti o n o f w h i c h

has been a s i gn i f i can t l andm ark wi t h i n ea r l y yea r s

educa t i on . I t em p has i s es t he yea r s 3 -5 fo r youn g ch i l -

d ren a s a d i s t i nc t educa t i ona l phas e and s uppo r t s t he

1 O EDUCATION 3 13 October 200 2

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4/11

M A N A G E M E N T I N P R I M AR Y S C H O O L S

v i ew t ha t we l l -p l anned p l ay , bo t h i ndoo r s a nd o u t doo r s ,

i s a key way i n w h i ch yo ung ch i l d ren l ea rn . Wi t h i n the

C GF S , p rac t i ti one r s a r e enco u rage d t o r e f l ec t and

eva l ua t e p rac t i ce t h rough de f i n i ng underp i nn i ng p r i n -

c i p le s and r e l a t ing t he m t o p rac t ice . Th i s was one o f the

em e rg i ng i ss ues w i t h i n t he S P EE L p ro j ec t , a s we s ha l l

s ee . In t e res t ing l y , t he t e rm ped ago gy was no t m e n-

t i oned as s uch wi t h i n t he C GF S bu t has s i nce had a

d i s t inc t - and r e t a i ned - focus a s a r e s u l t o f t he e f f ec -

t ive peda gog y p ro j ec t s ou t l i ned i n t hen nex t s ec t ion .

ackground to the e f fec t ive ear ly years

p e d a g o g y r es e ar ch

I n 1 99 6, t h e t h e n D e p a r t m e n t f o r E d u c a t i o n a n d E m -

p l o y m e n t (D I E E ) c o m m i s s i o n e d a l o n g i tu d i n a l st u d y o f

E f f e c t i v e P r e - S c h o o l E d u c a t i o n ( E P P E ) t h e f i r s t

i n t e r i m repo r t s wh i c h were pub l i s hed i n 1999 (S y l va e t

a l

a n d S y l v a 2 0 0 0 ). E P P E f o ll o w s th e d e v e l o p m e n t o f

over 3000 ch i l d ren i n d i f f e ren t p re - s choo l cen t r e s f rom

age 3 t o age 7 . The r e s ea rch i s be i ng ca r r i ed ou t f rom

1997-2003 , and fu r t he r r epo r t s a r e fo r t hcom i ng . As a

c o m p l e m e n t t o t h is s t ud y , m e m b e r s o f t h e E P P E t e a m

w e r e c o m m i s s i o n e d to c o n d u c t t h e E f f e c ti v e P e d a g o g y

i n t he Ear l y Years (EP EY) r e s ea rch (S i r a j -B l a t ch fo rd

a n d S y l v a ( 2 0 0 2 ) . E P E Y h a s f o c u s e d o n t h e p e d a -

gog i ca l s t ra t eg ies u s ed wi t h i n t he F ound a t i on S t age , to

s uppo r t t he de ve l op m e n t o f ch i l d ren s know l edge , s k i ll s

and under s t and i ng . I t u s es quan t i t a t i ve da t a on ch i l d

o u t c o m e s f r o m E P P E a n d a r a n g e o f q u a li ta t iv e a n d

obs e rva t i ona l r e s ea rch m e t hods .

I t was i n t h is con t ex t o f h i gh pedagog i ca l focus t ha t t he

S P E E L p r o j e c t w a s C o n c e p tu a l is e d a n d c o m m i s s i o n e d

b y t h e D I E S ( M o y t e s

e t a l

2002) . Work i ng i n tens i ve l y

wi th se lected , ef fect ive pract i t ioners , we a imed to sur-

f a c e a n d i d e n t i f y th e e x i s ti n g b u t e m b e d d e d a n d

in tu i t ive character i s t i cs o f ef fect ive peda gogy . Together ,

p rac t i ti one r s and re s ea rche r s dev e l oped a f r am ew ork o f

cha rac t e ri s ti c s and beh av i ou r s capab l e o f u s e a l ongs i de

t he C GF S i n i den t i fy i ng e f f ect i ve pe r fo rm ance . Und er -

p i nn i ng t he r e s ea rch was an und er s t and i n g t ha t a ll

s t akeho l de r s i n ea r l y yea r s edu ca t i on s hou l d wo rk t o -

ge t he r to e s t ab l is h a com m on co re o f va l ues and ob j ec -

t i ves (Mos s and P ence 1994 ; Dah l be rg e t a l 1999).

S takeho lders , in th i s context , refers to a l l p ract i t ioners ,

m anager s , pa ren t s , l oca l au t ho r i t y and Ear l y Year s

D e v e l o p m e n t a n d C h i l d c a r e P a r t n e rs h i p p e r s o n n e l a n d

ear ly years t ra iners .

In add i t i on t o t he S P EEL and EP EY p ro j ec t s , t he re

have been o t he r r ecen t and r e l evan t r e s ea rch and wr i t -

i ng tha t has exp l o red t he m ean i ng and app rop r i a t enes s

o f peda gog y i n t he ea r l y yea r s and , i n pa r ti cu la r l y , the

i n f l uence t ha t p rac t i t i one r s can and s hou l d have ove r

t h e c u r r i c u l u m a n d t h e w a y s i n w h i c h t h e y i m p l e m e n t

i t w i t h v e r y y o u n g c h i l d r e n - t h e p a r t ic u l a r a r g u m e n t s

a r e u s u a l l y c o n c e n t r a t e d o n t h e r e l a t i o n s h i p a n d

ba l ance be t ween d i r ec t t each i ng and ch i l d - i n i t i a t ed

act iv i t i es (see Bennet t

e t a l

1997 and Wyl i e 1998 as

exam pl es ) . Ye t o t he r r e s ea rch has exa m i n ed p rac -

t it i o n e rs c o n s t ru c t s o f p e d a g o g y a n d i d e n t i f i e d th e

cha l l enges i nvo l ved i n i t s a r t i cu l a ti on ( e . g . J ens en

e t a l

1997 ; Adam s

e t a l

2 0 0 0 ; M o y l e s a n d A d a m s 2 0 0 1 ;

N e v e s a n d M o r a l s 2 0 0 1 ) m a i n l y c o n c l u d i n g th a t t im e

a n d s p a c e f o r th i n k i n g a n d r e fl e c t in g o n t h e m e a n i n g o f

d i f f e r e n t p r a c t i c e s a n d d i f f e r e n t p r i n c i p l e s u n d e r -

p i n n i n g p e d a g o g y , c o m b i n e d w i t h s u p p o r t f o r t a l k i n g

t h r o u g h d a i l y o c c u r r e n c e s , p r o v i d e a n a p p r o p r i a t e

con t ex t i n wh i ch t eache r s ( and , i n th i s cas e , p rac -

t i t ione r s ) vo i ces can be hea rd .

T h e b a s is o f i n t u it iv e a n d e m o t i o n a l d i m e n s i o n s w i t h i n

t he t each i ng ro l e have a l s o been w e l l exp l o red i n r ecen t

t i m e s ( e .g . A t k i n s o n a n d C l a x t o n 2 0 0 0 ). T h e c o n c e p t o f

t he r e f l ec t i ve p rac t i t i one r , wh i l s t no t new ( s ee S ch6n

1983 and 1987) , i s s igni f ic ant for ear ly years perso nne l

i n s o f at- a s m a n y h a v e e m b e d d e d - a n d p e r h a p s e v e n

rou t i n i s ed - s t r a teg i es fo r t each i ng w i t hou t oppo r -

t un i t ie s t o cons i de r t he i r i m pac t up on c h i l d ren and t he i r

u n d e r s t a n d i n g o r t h e i n te r f a c e b e t w e e n r e f l e c t io n a n d

ar t i cu l a ti on (Day 1999b ). T he ques t i on o f whe t he r

re f l ec t i on on and abou t p rac t i ce ac t ua l l y l eads t o

chang es i n p rac t i ce o r to ch anges on l y i n t h i nk i ng abou t

p rac t i ce i s a l s o pa r t o f cu r r en t d i s cus s i ons ( e .g . M oy l es

e t a l 2003) . C l i f t and Al be r t (1998 ) obs e rve d tha t

r e f l ec t i on r equ i r e s d i r ec t i on and ob j ec t i v i ty i f pos i t i ve

o u t c o m e s a re t o b e a c h i e v e d . T h e b e n e f i t o f i n f o r m e d

s u p p o r t e d re f l e c ti o n is a r e c u r r i n g t h e m e i n S P E E L a n d

wi l l be add res s e d l a t e r i n t h is pape r .

We a l s o acknow l edge tha t , i n r ecen t yea rs , t he re has

been ex t ens i ve r e s ea t ch and ne w ev i denc e o f ch i l d ren s

c o g n i ti o n , l e a r n in g a n d d e v e l o p m e n t ( B o w m a n

e t a l

2 0 0 1 ). E x i s t in g c o n c e p t i o n s h av e b e e n c h a l l e n g e d b y

n e w e v i d e n c e o f h o w c h i l d r e n le a r n ( K o t u l a k 1 9 96 ;

Wood 1998 ; Wood 2000 ) . Thes e a reas a re vas t and ,

w h i l s t t h e y c o n t i n u a l ly i n f o r m e d o u r v i e w o f p r a c t i c e

a n d t h e c o n t e x t o f l e a r n in g w i t h i n th e C G F S , o u r m a j o r

focus was o n t he p rac t it i one r s who s u ppo r t l ea rn i ng . In

t ha t s ens e , l ea rn i ng was on l y pe rce i ved i n te rm s o f t he

veh i c l e t h rough wh i ch p rac t i t i one r s p rac t i s ed t he a r t ,

c r a ft a n d s c i e n c e o f te a c h i n g w h i c h , i n t h e c a s e o f v e r y

young ch i l d ren , neces s a r i l y i nvo l ves p l ay and p l ay fu l

app roaches .

T h e c o n c e p t o f p e d a g o g y a n d c o n s i d e r i n g o n e s o w n

t e a c h in g , h a s b e e n s o m e t h i n g o f a c h a l l e n g e f o r e a r ly

yea r s p rac t i t i one r s who have t r ad i t i ona l l y s een t he i r

ro l e a s ca r i ng m o re t han , o r a t l eas t a s m uc h as,

E D U C A T IO N 3 1 3 O c t o b e r 2 0 0 2 1 1

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MANAG EMENT IN PRIMARYSCHOOLS

t e a c h i n g p e r s e So the focus on pedagogy requires a

s ign i fi can t change in th ink ing abou t p r ac ti ce . H ord

e t

a l (1998) argue that managers , heads and, in the UK

context , senior management teams , p lay a cr i t ica l ro le

in p rov id ing the s uppor t r equ i r ed du r ing the p roces s o f

chang e in pract ice , of ten the o utcom e of reflect ive d is-

pos i t ions . In order to cons ider and prepare for change,

pract i t ioners require t ime, a wi l l ingness to be chal-

lenged and to confront bel iefs and pract ice , adequate

resources to suppor t potent ia l change, thorough on-

going t ra in ing and, crucia l ly , suppor t f rom peers and

manager s .

With in th is context of ear ly years awareness , govern-

me n t in i t ia t ives and ev idence o f the inc reas ing ly com-

p lex ro le o f adu l ts , t he S P EEL res ea rch des ign a imed to

suppor t the process of ident i fy ing the ef fect ive ear ly

years pedagog ue. In sum mary, f rom i ts in i t ia l l itera ture

r ev iew , the S P EEL p ro jec t w orked f rom an evo lv ing

conceptua l isa t ion of ef fect ive pedago gy that i s :

* prac tice-b ased (Siraj-Blatch ford, 1998);

* dependen t on r e f lec t ive pedagog ica l pe r cep t ions

(Mailhos , 1999) ; and

* in fo rmed by cons c ious ly a r t i cu la t ed p r inc ip le s and

ph i lo s ophy (M oy les and A dams e t a L 2001).

R e s e ar ch e s i g n a n d M e t h o d s

The da ta on e f f ec t ive pedag ogy w as ga the red in co l -

laborat ion with 74 pract i t ioners f rom 27 ef fect ive

set t ings (wi th in the range a l ready out l ined) in 16

diverse geograp hical locat ions across Englan d cover ing

a range of socio-economic and socio-cul tura l contexts .

O f these pract i tioners , 26 were manage rs . The resea rch

methods inc luded in te rv iew s , ques t ionna i r e , v ideo

observat ion , doc um enta ry analys is and l i tera ture in ter -

rogat ion . Al l in terv iew s used audio rec ording and t rans -

c r ip t ion . The r e s ea rch u s ed l aye red f i e ldw ork - 9

set t ings were v is i ted in each of three terms d ur ing

2000-01 - and parents v iew s we re sought dur ing Lay er

2 v ia ques t ionnaire (n=214) . Al l the outco me data were

val idated through the appl icat ion of var ious measures ,

cont inual in teract ion with pract i t ioners on i ts develop-

men t , a com prehens ive l i tera ture review, an ea r ly years

Exper t A dv i s o ry G roup (EA G ) and a w eb- s i te eva lua -

tion.

D ur ing the f i rs t l aye r o f the f i e ldw ork the r e s ea rche r s

conducted semi-s t ructured in terv iews with 27 prac-

t i t i one r s and manager s w ho w ere a l l cons ide red (by

loca l au tho r i ty pe r s onne l w ho r ecommended them) to

be exper i enced and exper t in the f i e ld o f ea r ly yea r s

care and educat ion .

A w ide r ange o f docum en ts w as co l l ec ted f rom s e t t ings

w i th the in t en tion o f iden t i fy ing o the r a s pec ts o f peda -

gogy as a w ho le tha t ma y no t be apparen t w i th in in t e r-

v iews and ref lect ive d ia logues , for example , the im-

por tance of e thos .

In an a t t emp t to acces s the pedagog ica l th ink ing under -

p inning ef fect ive pract ice , the researchers and prac-

t i t ioners en gage d as research-par tners dur ing Layers 2

and 3 in Ref l ec t ive D ia logues , a ne w techn ique

in tended to d r aw ou t under ly ing th ink ing abou t p r ac t i ce

f rom com bined v iew ing o f ac tua l p rac t i ce on v ideo and

fol lowing up d iscuss ion (on a sub sequent day) on that

pract ice af ter g iv ing the pract i t ioner time to v ie w their

ow n v ideo in p riva te .

The Ref lec t ive D ia logue (RD ) t echn ique i s bas ed on

the bel ie f that guided, suppor ted ref lect ion deepens

pedagog ica l aw areness and has b een in fo rmed by es ta -

b l i s h e d m e t h o d o l o g i c a l a r e n a s , i n c l u d i n g a c t i o n

research , s t imulated recal l , cogni t ive in terv iewing, re-

f l ec t ive and ev idence - in fo rmed p rac ti ce (P a te rs on and

Moyles 2001:3) . Pr ice (2001) sugges ts that co l labora-

t ive r e s ea rch may p romote d i s posi t ions o f inqu i ry and

re f l ec t ion and deepen under s t and ing o f pedagog ica l

con ten t know ledge .

Ref lect ive Dialogues involve two research-par tners -

p r ac t it ione r and r e sea rche r - d r aw ing upon each o the r s

know ledg e in o rde r to ex tend, deve lop and deep en the i r

combined pe rcep t ions . The RD exchanges demand

care fu l p r epa ra t ion and under s t and ing by bo th p r ac -

ti t ioner and researcher. Initially, the practit ioner is

invi ted to se lect one pedagogical ep isode of approxi-

ma te ly 20 m inu tes . Wi th in the S P EEL p ro jec t, i t w as

sugges ted that ea ch pract i t ioner se lects a br ief ep isode

w hich migh t i l l u s t r a t e p lay fu l p r ac t i ce o r an a r ea in

w h ich the p r ac t i tione r f e lt mos t con f iden t . A t an ag reed

t ime dur ing the f i r s t day , the episode is v ideoed and

la ter in the s ame day, a copy o f the v ideo t ape p res en ted

to the practi t ioner . Ac com pan ying the v ide o is a ser ies

of probing ques t ions des igned to scaf fo ld ref lect ive

v iew ing o f the v ideo t ape l a t e r in the day . O f ten th rough

repea ted v iew ing and us ing the ques t ions to p rom ote ,

guide and suppor t ref lect ion , i t was found that prac-

t i t ioners began spontaneous ly to in ter rogate thei r own

prac t i ce . O n the s econd day , a d ia logue be tw een

res ea rch -pa r tne r s took p lace in w h ich o f t en ju s t the

br iefes t of ep isodes f rom the v ideo provided a spr ing-

board fo r engag ing in deepen ing d i s cou r s e and l ea rn ing

more abou t pedagog ica l th ink ing underp inn ing p rac -

tice.

The r e s ea rch me thodo logy made us e o f p r ac t i t ione r s

ow n in terpreta t ions o f thei r pract ice . The RD in ter -

1 2 EDUCATION 3 13 October 200 2

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v i e w s w e r e t r a n s c r i b e d , c o d e d w i t h p r a c t i t i o n e r s ' p e r -

c e p t i o n s o f ' e f f e c t iv e n e s s ' a n d u s e d t o g e n e r a t e s e t s o f

K e y S t a t e m e n t s a g a i n s t w h i c h , i n t u r n , e f fe c t i v e p e d a -

g o g y c o u l d b e d e f i n e d .

D u r i n g l a y e rs 2 a n d 3 , a s e l e c ti o n o f K e y S t a t e m e n t s

f r o m t h e e m e r g i n g F r a m e w o r k w e r e p r e s e n te d t o t h e

m a n a g e r s a n d p r a c t i t i o n e r s a n d t h e i r c r i t i c a l , c o n s t r u c -

t iv e r e s p o n s e s i n v i te d . T h e s e r e s p o n s e s w e r e a l s o u s e d

t o i n f o r m t h e e m e r g i n g F r a m e w o r k . F o r e x a m p l e ,

w h e r e h e a d t e a c h e r s a d d e d t o s t a t e m e n t s , th e i r c o m -

m e n t s w e r e i n c l u d e d i n t h e F r a m e w o r k .

I t i s w e l l d o c u m e n t e d t h a t q u a l i ta t iv e r e s e a r c h p r o d u c e s

u n e x p e c t e d r e s u l t s , o f t e n r e q u i r i n g a p r e p a r e d n e s s t o

h a n d l e c o m p l e x a m b i g u o u s d a t a ( H a t c h 1 9 9 8 ). F re -

q u e n t r e f e r e n c e t o t h e e m e r g i n g d a t a a n d o n - g o i n g

r e s e a rc h e r r e f l e c ti o n w a s r e q u i r e d i n o r d e r t o e n s u r e t h e

r e s e a rc h m e t h o d s c o n t i n u e d to b e a p p r o p r ia t e . C o n -

s e q u e n t l y s o m e t i m e s i t w a s d i f f i c u l t , t h e n a s n o w , t o

t o t a ll y s e p a ra t e t h e m e t h o d s f r o m t h e f i n d i n g s

i n d i n g s

T h e f i n d i n g s f ro m e a c h L a y e r o f t h e r es e a rc h w e r e u s e d

o n a c u m u l a t i v e b a si s c o n t i n u a l l y to i n f o r m t h e n e x t

s t a g e . F o r e x a m p l e , a n a l y s i s o f t h e i n i t i a l i n t e r v i e w

t r an s c r ip t s r e v e a l e d a n e m p h a s i s o n t h e p r a g m a t i c a s -

p e c t s o f t e a c h i n g - p r a c t i ti o n e r s w e r e m o r e c o m f o r t -

a b l e d e s c ri b i n g w h a t t h e y d i d r a t h e r t h a n h o w o r w h y .

T h i s t h e n d e t e r m i n e d t h e n a t u r e o f th e q u e s t i o n s

u t i li s e d b y b o t h r e s e a r c h - p a rm e r s d u r i n g R D s , a s t h e

o b j e c t i v e w a s t o d r a w o u t m o r e a b o u t i n t e n t i o n s a n d

r a t i o n a l e f o r p r a c t i c e . I n t u r n , t h i s p r o c e s s o f g u i d e d ,

s u p p o r t e d a n d r e f le c t i v e a r t ic u l a t io n ( a u n i q u e c h a r a c -

t e ri st ic o f S P E E L ) a p p e a r e d t o d e e p e n p r a c t i ti o n e r s '

a w a r e n e ss a n d h e l p m a k e e x p l i c i t t o t h e m a n d o t h e r s

a t t ri b u t e s o f t h e i r o w n e f f e c t i v e p r a c ti c e . H o w e v e r ,

m o r e w o r k w i l l b e n e e d e d . i n t h i s a r e a t o l o o k a t t h e i n -

f l u e n c e o f th i s o n p r a c t i c e .

T h e k e y ' f i n d i n g ' - o u t c o m e - o f t h e S P E E L p r o j e c t

h a s b e e n a F r a m e w o r k o f E f f ec t i v e P e d a g o g y t h a t i s

r o o t e d i n p r a c t i t i o n e r s ' t h i n k i n g , v a l u e s , b e l i e f s a n d

p r a c t i c e s W o r k i n g t o g e t h e r , t h r o u g h d r a f t i n g a n d r e -

d r a f t i n g , t h e r e s e a r c h e r s , p r a c t i t i o n e r s a n d t h e E x p e r t

A d v i s o r y G r o u p ( E A G ) d e v e l o p e d a s e t o f 1 2 9 K e y

S t a t e m e n t s w h i c h h a v e b e e n c a t e g o r i s e d u n d e r t h e

f o l lo w i n g t h re e h e a d i n g s a n d r e l a t e d s u b - h e a d i n g s :

P r a c t i c e w h i c h i n c l u d e s t h e l e a r n i n g C o n t e x t ,

I n t e r a c t i o n s , a n d P l a n n i n g ;

P r o f e s s i o n a l i s m w h i c h i n c lu d e s K n o w l e d g e ,

T h i n k i n g , a n d Q u a l i ti e s ;

P r i n c i p l e s w h i c h i n c l u d e s E n t i t l e m e n t s , T e a c h i n g

a n d L e a r n i n g , a n d R o l e s .

T h e F r a m e w o r k i s a s p i r a t i o n a l i n t h a t i t s e e k s t o i d e n -

t i fy t h e h i g h e s t l e v el o f e f f e c ti v e n e s s a n d t o e m p h a s i s

c o n t i n u i n g l e a r n i n g . ( I t c a n b e r e v i e w e d e l s e w h e r e :

D f E S i n p r e s s ) . S u f f i c e i t t o s a y t h a t w h i l s t 1 2 9 K e y

S t a t e m e n t s s o u n d s v a s t , t h e s e a r e i n f a c t a c o n d e n s e d

v e r s i o n o f a c o l le c t i o n o f m a n y h u n d r e d s o f s t a t e m e n t s

c u l l e d f r o m p r a c t it i o n e r s w h i c h i n c l u d e a n e n d l e s s

a r r a y o f a t t ri b u t e s, c h a r a c t e ri s ti c s a n d d i m e n s i o n s o f

e a r ly y e a r s t e a c h i n g . T h e c o m p o n e n t s w h i c h p r a c -

t i t i o n e r s w e r e a b l e t o g i v e u s w h i c h , i n t h e i r t e r m s ,

r e p r e s e n t e d e f f e c ti v e p e d a g o g y a p p e a r e d e n d l e s s. I t

w a s t h e t i m e - s c a l e o f th e p r o j e c t u l t i m a t e l y w h i c h

b r o u g h t f i n a l d e c i s i o n s o n w h a t s h o u l d a n d s h o u l d n o t

b e i n c l u d e d .

T h r o u g h t h e d e v e l o p m e n t o f t h e F ra m e w o r k , a n u m b e r

o f o t h e r fi n d i n g s e m e r g e d :

E a r l y y e a r s p e d a g o g y i s a n e x t r e m e l y c o m p l e x

p h e n o m e n o n c o m p r i s i n g a w i d e v a r i e ty o f p r ac -

t i c e s u n d e rp i n _ n ed b y p r i n c i p l e s a c q u i r e d t h r o u g h

t r a in i n g a n d a s a r e s u l t o f p r o f e s s io n a l e x p e r i e n c e s

a n d p e r s o n a l u n d e r s t a n d i n g . B e c a u s e o f i ts c o m -

p l e x it y , ' e f fe c t i v e n e s s ' h a s t o b e v i e w e d a s a w h o l e

r a t h e r t h a n p a r t i c u l a r a s p e c t s t a k e n i n i s o l a t i o n .

T h i s v a s t n e s s a n d c o m p l e x i t y o f w h a t c o n s t i t u t e s

e f fe c t iv e p e d a g o g y h a s b e e n s o m e t h i n g o f a su r -

p r i s e t o m a n y p r a c ti t io n e r s . S e e i n g ' e f fe c t i v e e a r l y

y e a r s p e d a g o g y ' l a i d o u t c l e a r l y a s a F r a m e w o r k ,

h a s r a i s e d t h e i r p e r c e p t i o n o f t h e s t a t u s o f th e i r r o l e

f o r m a n y p r a c t it i o n e rs .

W o r d s s u c h a s 'p e d a g o g y ' a n d 't e a c h ' p r o d u c e

v a r i o u s r e s p o n s e s i n p r a c t i t i o n e r s ( e .g . e m b a r r a s s -

m e n t , h u m o u r , f e a r , d i s c o m f o r t , m i s u n d e r s t a n d -

i n g ) . T h e l a n g u a g e o f ' t e a c h i n g ' , e n g e n d e r s c o n -

c e r n i n e a r l y y e a r s p r a c t i ti o n e r s w h o f e e l t h a t t h e y

s u p p o r t c h i l d r e n ' s d e v e l o p m e n t w i t h i n a n e n a b l i n g ,

f a c i l i t a t i n g a n d o b s e r v i n g r o l e r a t h e r t h a n d i r e c t l y

a s ' t e a c h e r s ' .

E f f e c ti v e p e d a g o g i c a l p r a c t ic e s a r e d e p e n d e n t u p o n

m a n a g e r s d e v e l o p i n g a s tr o n g o v e ra l l m a n a g e m e n t

a n d o r g a n i s a t i o n e t h o s i n w h i c h p r a c t i t i o n e r s f e e l

t h e y a re i m p o r t a n t , v a l u e d a n d h a v e s ta t u s.

A r t i c u l a t i o n o f , a n d r e f l e c t i o n a b o u t p r a c t i c e

a p p e a r t o b e i m p o r t a n t t o p r a c ti t io n e r s i n c o n s i d e r -

i n g n e c e s sa r y c h a n g e s t o p r ac t ic e a n d i m p r o v e m e n t

i n p e d a g o g i c a l s k i ll s .

T h e a b i l i t y o f p r a c t i t i o n e r s t o a r t i c u l a te a n d re f l e c t

u p o n p r a c t i c e , a p p e a r s t o b e r e l a t e d t o t h e i r l ev e l o f

EDUCATION 3 13 October 200 2 1 3

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t r a i n ing and t o an e t hos w i t h i n s e t ti ngs wh i c h pos i -

t i ve l y p rom ot es s e l f - eva l ua ti on and r e f l ec t i on and

adop t s s t ra t eg ies fo r dev e l op i ng t hes e .

I n E a g e r t o L e a r n ( B o w m a n et a l . 2001 :183) i t is sug-

ges t ed tha t t he i n t e l lec t ua l f r am i ng o f t he idea o f

peda gog y s uppos es a coherence and de l i be ra t enes s tha t

i s o f t en abs en t i n p rac t i ce . Th ere i s a dang er t ha t i n

s i m p l i fy i n g t h e c o m p l e x i ty o f p e d a g o g y , t h e e x p e r ti s e

o f p r a c t it io n e r s i s m i n i m i s e d . T h e b r o a d e r c o n t e x t m u s t

b e a c k n o w l e d g e d , f o r e v e n e x p e r t p e d a g o g u e s m u s t

wo rk in a con t ex t o f i n fo rm ed s uppo r t , he l p fu l s t ruc -

t u res , w i t h an app rop r i a t e cu r r i cu l um ( i b i d . 2001 :

3 1 9 ) . B o w m a n

et al.

conc l ud e I f the re is s s i ng l e

c r i ti ca l com po nen t t o qua l i ty , i t r e s ts i n t he r e l a t i ons h i p

be t w een t he ch i l d and t he t eache r /ca reg i ve r , and i n t he

ab i l it y o f t he ad u l t to be r e s pons i ve t o t he ch i l d .

However , p rac t i ce va r i e s s i gn i f i can t l y am ongs t p rac -

t i ti one r s i den t i f i ed ove ra l l a s e f f ec ti ve . The m u l t i p l i c i t y

o f t ypes o f p rov i s i on and i ts e t hos , a nd s t a f f qua li -

f i cat ions and t ra in ing wi th in se t t ings resu l t s in s igni -

f i can t d i ve r s i ty o f e f f ec t ive pedago gy wi t h an apparen t

c o n t i n u u m o f e f f e c t i v e n e s s r a n g i n g f r o m g o o d t o

exce l l en t ? The m a j o r i t y o f p rac t i ti one r s ( ce r t a i n ly w i t h -

i n t h i s r e s ea rch ) w i l l need t o work t owards ach i ev i ng

exce l l ence .

I t was ve ry c l ea r tha t t he R D s p r ov i ded t he r i ches t

s o u r c e o f d a t a t o i n f o r m t h e F r a m e w o r k a n d o u r i n -

c r e a s e d u n d e r s t a n d i n g o f e a r l y y e a rs e f f e c t i v e

pedagogy . Th roughou t t he s em i - s t ruc t u red i n t e rv i ews ,

t oo , t he re was a s t rong em phas i s on t he va l ue o f r e f lec -

t i ve p rac t i ce , pa r t i cu l a rl y em phas i zed by m an ager s . F o r

e x a m p l e , o n e K e y S t a t e m e n t s ta t e d th e b e n e f i t o f b e i n g

re f l ec ti ve - t he fo l l owi ng quo t a t i on f rom on e m ana ger

( a h e a d t e a c h e r ) a c k n o w l e d g e s t h e c o m p l e x i t y o f

r e f l ec t i on bu t a l s o he l ped u s t o ex t end t ha t Key S t a te -

m e n t b y a c k n o w l e d g i n g t h e r o l e t h a t h e a d t e a c h e r s p la y

i n ens u r i ng r e f l ec t i on l eads t o pos i t ive ou t com es :

I t h i n k b e i n g r e f le c t i v e i s v e r y i mp o r t a n t , b u t I t h i n k

a s a H e a d I s o m e t i m e s f e e l t h a t t h e m o s t r e f le c ti v e

p e o p l e a r e a c t u a l l y l a c k i n g i n c o n f i d e n c e s o me -

t i me s , a n d b e c a u s e t h e y ' r e c o n s t a n t l y s t r i v i n g t o

i mp r o v e o r t o d e v e l o p , t h e y h a v e t h i s , p e r h a p s ,

l o w e r s e l f- e s t ee m . . . . I t h i n k y o u s h o u l d c o n s t a n t ly

b e r e f l e c t in g o n c u r r e n t p r a c t i c e , w h i l s t a t t h e s a m e

t ime , b e l i e v i n g i n w h a t y o u ' r e d o i n g . A n d I t h i n k

y o u n e e d t h a t b e l i e f to b e a b l e t o t r u l y r e f l e c t in a

p o s i t i v e w a y . .. Y o u h a v e t o a c k n o w l e d g e y o u r s u c -

c e s s e s a s w e l l a s y o u r f a i l in g s . I m e a n s o m e t i m e s

i t' s o nl y a c a s e o f a s k i n g p e o p I e t o f o c u s o n s o m e -

t h i n g w h i c h y o u k n o w t h e y ' r e g o o d a t .. . I t h i n k

t h a t' s j u s t a b o u t m a n a g e m e n t s t y l e s a n d s t r a t e g ie s .

... I t h i n k p e o p l e t a l k a b o u t b e i n g r e f l e c t iv e p r a c -

t i ti o n e rs , b u t d o n t a h f a y s u n d e r s t a n d t h e t e r m .

F or t he pu rpo s e o f th i s pape r , the r e s t o f t he f i nd i ng s

w i l l f o c u s o n m a n a g e m e n t im p l i c a t io n s i n s u p p o r t i n g

re f l ec ti ve p rac t ice and va l u i ng p rac t i t ione r s ro l es .

M anag ers supp ort ing ref lect ion

One key f i nd i ng , com m on t o a l l s e tt i ngs, is t ha t e f fec -

t iv e p e d a g o g y i s d e p e n d e n t o n m a n a g e r s d e v e l o p i n g a

s t rong ove ra ll m an age m e n t and o rgan i s a t i ona l e t hos i n

wh i ch p rac t i t i one r s f ee l t hey a re va l ued and have

prof ess ion al s ta tus . This i s par t i cu lar ly v i ta l in the ear ly

yea r s where p rac t i t i one r s a r e d i f f e ren t i a l l y qua l i f i ed

a n d s a la r ie d a n d w h e r e c o m p a r i s o n b e t w e e n p e o p l e c a n

l ead t o s om e fee l i ngs o f d i s a f f ec t i on o r l ow s t a t u s

(Moy l es and S us ch i t zky 1997 ). There appea r t o be t wo

l eve l s o f r e s pons i b i l i t y i n p rom ot i ng and s u s t a i n i ng

effect ive pract ice: i ) a t m an ag er l evel and i i ) a t ind iv i -

dual pra ct i t ioner l evel .

The m anager s f rom t he 27 s e t t i ngs a s s e r t ed t he i m -

po r t ance o f t he i r ro le i n s uppo r t i ng e f f ec t ive and r e f l ec -

t i ve p rac ti t ione r s . There a re pa ra l l e ls be t wee n t he r e s -

p o n s i b il it i es o f m a n a g e r s a n d t h o s e o f r e s e a r c h e rs i n

es t ab l i s h i ng an app rop r i a t e con t ex t fo r open and deep

d i a l ogue . Thes e pa ra l l e ls a r e ou t l i ned be low.

The S P E EL res ea rch foun d tha t p rac t it i one r s have g rea t

d i f f i cu l t y i n a r t i cu l a t i ng p rac t i ce and s u r f ac i ng a

ra t i ona l e fo r e f f ec t i ve pedagogy . Du r i ng one i n t e rv i ew,

wh en a s ked t o exp l a i n why s he t au gh t i n a ce r t a i n way,

o n e s t a te m e n t w a s t y p i c a l o f m a n y :

' W e ll , y o u j u s t d o

d o n ' t y o u ' .

A s i m i l a r r e s pons e was e xp res s ed by one

p rac t i t i one r , du r i ng an i n t e rv i ew i n an ea r l i e r p ro j ec t

(Moy l es and Adam s 2000 : 361 ) :

Y o u k n o w , w h e n J s a i d ' W h a t i s l e a r n i n g ? . . .Oh

g o s h - w e ' r e t e a c h e rs h e r e: w e s h o u l d k n o w w h a t i t

i s ... y o u d o n ' t j u s t v e r b a l i s e i t a t al l, d o y o u ?

T h e a n a ly s is o f t h e S P E E L s e c o n d l a ye r o f i n t e rv i e w s

revea l ed t ha t, t h rough s upp o r t ed r e f lec t i on , a deepe r

l eve l o f a r t i cu l a t i on was pos s i b l e (Adam s e t a l 2001) .

The p r i nc i p l e s t ha t underp i n R D a re a l s o r e l evan t t o

e f f ec t ive s upp o r t o f r e f l ec ti ve p rac t i ce w i t h i n s e t t i ngs .

F o l l owi ng t he r e s ea rche r s ana l y s is and i n t e rp re t a t i on i t

i s s ugge s t ed t ha t a d eepe r l eve l o f under s t a nd i ng -

r each i ng t he pa r t s o t he r i n te rv i ews do no t r each - was

m ade pos s i b l e t h rough as s um i ng r e s pons i b i l i t y fo r t he

fo l l owi ng :

Ow ners h i p : p rac t i t i one r s own er s h i p o f t he R D

f o c u s w a s e m p h a s i s e d d u r i n g t h e p r e p a r a t o r y

per i od i n t ha t t he r e s ea rch was pa r t i cu l a r l y com -

m i t t ed t o exp l o r i ng t he p rac t i t i one r s pe r s pec t i ve

4 EDUCATION 3 13 October 2002

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on ef fect iveness . They were assured that they

w ou ld have con t ro l o f the v ideo and w ou ld be

invi ted to se lect the v ideo c l ips for the in terv iew

focus . (The v ideos bec am e the proper ty of the

practit ioner.)

Com pe tence : p r ac t it ione rs f ee l ings o f con f idence ,

com petenc e and sel f -ef f icacy in that they were in-

fo rmed tha t they had been iden t i f i ed a s hav ing

par t icu lar ly ef fect ive pract ices in teaching and

learning . They were a lso assured that the re-

searchers ro le was to col lect data about prac-

t i t ioners cons truct of ef fect iveness , and not to be

judgm en ta l in any w ay o r a t any po in t .

Time: provis ion for focused, ref lect ive enga gem ent

was in-bui l t wi th in the research for researchers and

pract i t ioners to work together , ideal ly in a quie t

room w i th min imum l ike l ihood o f in t e r rup t ion

w here s us ta ined d ia logue cou ld be focus ed and w as

value d as an in tegral aspect of pedagogy.

Inform ed support : dur ing the in terv iews the re-

searchers (a l l ear ly years t ra ined teachers ) drew on

the i r ow n know ledge and under s t and ing o f ea r ly

yea r s pedagogy s o tha t p rob ing th rough r e l evan t

ques t ions and s t a t emen t s cou ld deepen p rac -

t i ti one r s th ink ing and loca te the i r h idden vo ices

of pedago gy (Jensen 1997) .

Cu l tu r e o f r e fl ec tion : M anager s acknow ledged the

socia l d imens ion of ref lect ive process , wi th one

manager sugges t ing:

P e o p l e h a v e e x p e r i e n c e s o f t h e ir o w n , t h e y r e g o t

v a l u e s o f t h e i r o w n , t h e y b r i n g d i f f e r e n t d i m e n s i o n s

t o l if e b e c a u s e o f t h e ir c u l t u r e s a n d t h e i r b a c k -

g r o u n d s . A n d i t s r e s p e c t i n g t h o s e e x p e r ie n c e s , a n d

d r a w i n g o n t h e i r o w n e x p e r i e n c e s . . . t h e k e y t o a

g o o d t e a c h e r , I t h i n k , i s b e i n g a b l e t o b u i l d u p o n

t h o s e e x p e r i e n c e s a n d l e a r n t o g e t h e r .

As with RD in terv iews , in se t t ings pract i t ioners a lso

require a degree of autonomy, feel ings of conf idence,

t ime to ref lect , to be a naly t ical - wi th appropr ia te levels

of inform ed, differentiated support. I t is interestin g that

the data do not sugg es t pract i t ioners awareness of the

rote of manager in ref lect ive pract ice , a l though f re-

quen tly an a f fec t ive ackno w ledgem en t w as g iven by

pract i t ioners that sugges ted they were recip ients of

manager s encouragemen t . M an ager s aw areness o r

wil l ingness to suppor t , e ngag e or in i t ia te ref lect ion in

any way was less apparent .

Engag ing w i th the pe r s ona l qua l i t ie s o f the pedagogue

are essent ia l aspects of change (Hord

e t a l

1998).

Wi th in the S P EEL p ro ject , t he fo l low ing s t at emen t s by

p rac ti t ione r s and m anager s em phas i s e the r e l evance o f

ind iv idua l p r ac t i t ione r s pe r s ona l qua l i t i e s , f o r

example :

T h e e f f e c t iv e p e d a g o g u e h a s t h a t s o m e t h i n g e x t ra .

T h e y h a v e a w i l l i n g n e s s t o l o o k a t s t r e n g t h s a n d

w e a k n e s s e s .

W h a t e v e r j o b y o u r e d o i n g h e r e y o u h a v e t o t h in k

o n y o u r f e e t a n d y o u r e t e s te d t o y o u r l im i t. S o

s t r e n g t h o f p e r s o n a l i t y i s i m p o r t a n t .

[ T h e y n e e d ] p e r s o n a l q u a l i t i e s s u c h a s a w i l l i n g -

n e s s t o b e o p e n a n d s e n s i t i v e .

To s umm ar i s e the key f ind ings in r e l a t ion to man age-

men t , t he ro le o f the ea r ly yea r s manag er in s uppor t ing

and p rom ot ing e f f ec tive pedag ogy appea r s to be a

c r i ti ca l fac to r bo th in p rom ot ing the s ta tu s and es t eem

of pract i tioners and a lso in provid ing qual i ty educ at ion

for young chi ldren . Creat ing a cul ture of ref lect ive in-

quiry includes a respectfu l approa ch to indiv idu al prac-

t i t ioners in wh ich respons ib i l i t ies are sha red and prac-

t i ti one r au tonom y r e ta ined . The imp l i ca t ions o f thes e

aspects of our f indings are d iscussed in the fo l lowing

section.

Impl icat ions an d iscussion

The S P EEL f ind ings con f i rm the com plex i ty o f Ea r ly

Y ears pedagogy as w e l l a s the comp lex i ty and d ynam ic

nature of ref lect ive pract ice . Hord e t a l . (1998) main-

ta in that ref lect ion involves both a f fect ive and cogni t ive

chal lenge, i .e . pract i t ioners mus t confront th ei r ex is t ing

know ledg e and f ee l ings be fo re cons ide r ing changes to

current ly held values , bel iefs , unders tanding and prac-

t ice . I t would be naive to sugges t that s imply being

ref lect ive is suf f ic ient to im prove pract ice . Eng aging in

cogni t ive , informed ref lect ion is very d i f ferent f rom

jus t mus ing on p rac t i ce a s ind ica ted in the fo l low ing

c o m m e n t ( A d a m s e t a t . 2000:162)

I m n o t s u g g e s t i n g t h a t I r e fl e c t o n m y p r a c t i c e

m o r e t h a n I d i d . . , b u t I r e f l e c t in a d i f f e r e n t w a y . I

t h i n k I m b e i n g m o r e p r o fe s s i o n a l i n m y e x a m i n a -

t i o n o f th i n g s a n d t h i n k i n g a b o u t c h a n g e s .

D adds (1995) c l a ims tha t r e f l ec t ion has dyna mic

d imens ions and s uggest s th is i s w hy exper i enced p rac -

t i t ioners f ind developing a ref lect ive approac h to prac-

t i ce s o com plex and cha l l eng ing . D es p i te the r e l evance

o f r e f l ec t ion to con t inu ing p ro fes s iona l deve lopmen t ,

D a d d s ( ib id: 288) p leads for an addi t ional acknow-

ledgement of the af fect ive responses wi th in ref lect ive

pract ice and argues that pract i t ioners may be a t thei r

EDUCATION 3 13 October 2002 1 5

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m o s t v u l n e r a b l e w h e n c o n s i d e r i n g th e i r r o l e as

t eache r fo r t he i r ex i s t i ng i m ages o f t he p ro fes s i ona l

s e l f m i gh t be cha l l enged , ques t ioned , r e t hough t and r e -

s h a p e d . T h e s e c o g n it iv e p r o ce s s e s a r e a c c o m p a n i e d b y

a f fec ti ve re s pons es , i n w h i ch pe r s ona l r i s k s c anno t be

exaggera t ed . S i m i l a r ly , i n Ad am s

( e t a l

2 0 0 0 : 1 6 0 ) o n e

pract i t ione r s ta ted :

I s t r u g g l e d w i t h my i n a b i li t y t o a r ti c u la t e , t o a r g u e

my c o r n e r w i t h mo r e t h a n p l a t i t u d e s , a n d c o r r e s -

p o n d i n g l y f e l t a d e e p l o ss o f s e lf 2 c o nf i de n c e a n d

s e l f -e s t e e m . I w a s n o t t h e p r a c t i t i o n e r [ t h o u g h t I

was

As t he re i s an e t h i ca l re s pons i b i l i t y fo r the r e s ea rche r

who encou rages r e f l ec t i ve engagem en t i n r e s ea rch ,

s i m i l a r l y , m a n a g e r s h o l d s c e r t a i n r e s p o n s i b i l i t i e s

towards pract i t ioners .

Day (1999a) acknowl edges t ha t r e f l ec t i ve p rac t i ce ,

wh i ch l eads to chang e , i s a h i gh l y com pl ex p roces s i n -

vo l v i ng a f f ec t i ve and cogn i t i ve r e s pons es o f t he i nd i v i-

dua l s i nvo l ved . Harg reaves (1998 ) s ugges t s t ha t t he

ro l e o f p rac t i ti one r s a f f ec ti ve and em o t i ona l r e s pons es ,

w i t h i n r e f l ec t i ve p rac t i ce , have no t been fu l l y ack -

nowl edged . P rac t i t i one r s who a re w i l l i ng t o con f ron t

p ro fes s i ona l and pe r s ona l l y he l d va l ues an d be l i e f s r e -

qu i r e s uppo r t a t bo t h f r i ends h i p and o rgan i s a t i ona l

l ev e ls . T h i s p r e se n t s a c h a l le n g e f o r s e n i o r m a n a g e m e n t

i f e f f ec t i ve , r e f l ec t i ve pedagogy i s t o be p rom ot ed i n

s e t ti ngs and s choo l s .

Leading ffectiveness

A n e x a m i n a t i o n o f l i te r a tu r e o n e f fe c t iv e p e d a g o g y

s u g g e s t s th a t t h e m a n a g e m e n t w i t h i n e a r ly y e a r s

s e t t ings p l ays a k ey ro l e i n p rom ot i ng e f f ec t i ve r e f l ec -

t i ve a t t i t udes t o p rac t i ce . Whi l s t m any p rac t i t i one r s

w i t h i n t h e S P E E L p r o j e c t s p o k e w a r m l y a b o u t t h e i r

m ana ger s , t he exac t i ng na t u re o f t he t he i r ro l e was

m o r e t h o r o u g h l y a c k n o w l e d g e d b y t h e m a n a g e r s t h e m -

s e l ves, who s ugge s t ed t hey nee ded t o :

B e under s t and i ng ;

Deve l op a cu l t u re o f r e f l ec ti ve pedagogy , e . g .

' w e

w o u l d e x p e c t th e m to m a k e a c o m m e n t o n w h e t h e r

tha t [cu l ture] was e f f ec t ive ' ;

M a n a g e p e e r s u p p o r t b e t w e e n n o v i c e a n d e x-

pe r i enc ed p rac t i ti one r s ;

S ha re on -g o i ng eva l ua t i ons o f p rac t ice ;

P rov i de gu i dance , e . g .

' s t a f f o f l e n n e e d d i r e c t i o n ';

E n s u r e s e n i o r m a n a g e m e n t m e e t i n g s t o r e v i e w

pract ice;

B e t e a m m e m b e r s , e . g.

' t h e t e a m i s v e r y i mp o r t a n t

a n d s o I t h i n k y o u h a v e g o t t o h a v e , t o b e a r e f le c -

t iv e p r a c ti ti o n er , p e o p l e w h o c a n s t a y p o s i t iv e a n d

... w e a r e a t e a m a s w e l l , a n d h a v e w o r k e d v e r y

h a r d a t b e i n g a t e a m ' ;

P rovid e socia l events , e .g .

' t o g e t t o k n o w t h e

p e r s o n a s w e l l, y o u k n o w - w h a t t h e y ~ e f e e l in g

T h i s m a t c h e s c l o s e l y w i t h J i ra s i n g h e a n d L y o n s s

(1996 ) r e s ea rch wh i ch i den t i f i e s key cha rac t e r i s ti c s o f

e f f ec t ive l eade r s i n ed uca t i ona l s e t t i ngs, s ug ges t i ng t ha t

they:

Are com m i t t ed t o t he pa r t i cu l a r s e t ti ng ,

F ee l owne r s h i p o f i ts p rog res s s o t hey a re m ore

l i ke ly t o have ene rgy and pe r s i s t ence

D i s p l ay en t hus i a s m and exper t i s e i n t he i r ro l e

D i s p l a y c o n f i d e n c e a n d c o n v i c t io n

Eng ende r f ee l i ngs o f s ecu r i t y am ong s t s t af f , fo r

exam pl e one head t eache r , i n t he S P EEL p ro j ec t ,

c o m m e n t e d s h e w a n t e d h e r s t a f f t o f e e l

' sa fe

e n o u g h t o t a k e r i s k s w i t h t h e i r i d e a s ' .

M acB e a t h (1998 ) s ugges t s tha t e f f ec t ive l eade r s h i p i n -

c l udes s e l f - awarenes s , s oc i a l s ens i t i v i t y , em o t i ona l

s ecu r i t y , pe r s p i cac i t y and i m ag i na t i on . Th i s v i ew i s

s h a r ed b y t h e T e a c h e r T r a i n in g A g e n c y ( T T A 1 9 9 6 :9 )

i n r e l a t i on t o s choo l s whe n i t a s s e r ts :

We a l s o kno w t ha t e f f ec ti ve t each i ng m u s t be s up -

p o r t e d b y h i g h q u a l i ty m a n a g e m e n t a n d l e a d e r sh i p

a t m i dd l e and s e n i o r leve l s i n t he p ro fes s i on . The

s ub j ec t co -coo rd i na to r , the hea d o f depa r t m e n t , the

h e a d t e a c h e r a n d s e n i o r m a n a g e m e n t t e a m ... w h o

need t o o f f e r l eade r s h i p , s e t the t one , e t hos , d ir ec -

t i on and pu rpos e wi t h i n a s e t t i ng , t r an s l a t e t ha t

p u r p o s e i n to p l a n s , i m p l e m e n t th o s e p l a n s , c h e c k

t h roug h m on i t o r i ng and eva l ua t i on t ha t p rog res s i s

t ak i ng p l ace . F i na l l y , t hey s ugges t t ha t m anager s

and l eade r s a l s o need t o be accoun t ab l e fo r t ha t

p rog res s , a t wha t eve r l eve l t hey m an age .

T h i s m u s t b e e q u a l ly i f n o t m o r e s o f o r m a n a g e r s i n

ea r l y yea r s s e t t ings who have r a re l y had t he oppo r t un i t y

fo r t he h i gh l eve l s o f co n t i nu i ng p ro fes s i ona l deve l op -

m e n t o p p o r t u n i ti e s n o w a f f o r d e d to m a n a g e r s i n

s choo l s . Har r i s ( t 999 : 23 ) s ugges t s t ha t t each i ng and

l ea rn i ng i n t he e f f ec t i ve s choo l i s p rom ot ed by s t rong ,

pu rpo s e fu l l eade r s h i p - t h i s s i m i la r l y has s i gn i f i can t

i m p l i ca t i ons fo r t he t r a i n i ng o f ea r l y yea r s s e t t i ngs

m a n a g e r s .

1 6 EDUCATION 3 13 October 200 2

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MANAGEMENT IN PRIMARYSCHOOLS

Although managers d ic ta te and promote a pol icy of

change, Kirk an d M acDon ald (2001:565) suggest that

individual teachers ma ke impor tant and invaluable

cont r ibut ions to the reform process through thei r

appl ication of the m ateria ls to f i t thei r local contexts o f

imp lemen ta t ion . Th i s v i ew was suppor ted by Dewey

(2001) who cla imed that change i s dependent on the

personal and face-to-face contact betw een pract it ioner

and chi ld , regardless of accepted theories and local or

national policies. So, al though curriculum writers,

pol icy makers (nat ional and local ) and l ine managers

de t e rmine the na tu re o f change , t he p rocesses o f mak-

ing sense l ie with the teacher. The challenge for

managers i s to promote and support deeper th inking

which improves practice. Evidence suggests that , his-

torically, practi t ioners have engaged in pragmatic or

technical levels of th inking and ref lect ion about teach-

ing and learning. Expecta t ions to deep en thei r th inking

through inform ed reflect ion , to cons ider and quest ion

analytically at ethical , mora l and poli t ical levels, have

impl icat ions and assumpt ions for managers w ho apply

the ir commi tmen t , ene rgy and inna t e sense o f wha t

m igh t work wi th s t rong leadership and appropria te

faci l i ta t ion and management (Hord et al. 199 8: 73).

Only wi th effect ive ma nage me nt can se t t ings develop a

sense o f comm uni ty amongs t t he ir co l leagues, i n w h ich

discussion and probing quest ions enable pract i tioners

to re la te theory and pract ice to thei r ideas , concepts and

visions as teachers (Price 2001) and thus imp rove the

effect iveness of the pedagogy.

o n c l u d i n g c o m m e n t s

The SPEEL project has provided insights in to the

power of c o-reflect ion and the cr i tica l ro le to be p layed

in mana ging effect ive early years pedagogy. Managers

have a responsibi l i ty to bu i ld on exis t ing s t rengths and

to recognise the cont r ibut ions ready to be ma de by di f-

ferent s takeholders - chi ldren , research ers , prac-

t it ioners and others (Kirk and M acD onald 2001). The re

are currently profound opportunit ies to raise the stan-

dards o f children s appropriate learning e xperien ces

through valuing the co-operat ion and confronta t ion that

occurs within collaborative reflective practice and

ma naging tho se practices sensit ively and skilfully.

All the authors may be contacted through

Plvf Janet Moyles Anglia Polytechnic University

School o f Education Riverm ead Campus

Bishop Hall Lane Chelmsford CM1 1SQ

[email protected]

01245 493131 x.3501/2

R e f e r e n c e s a n d b i b l i o g r a p h y

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o t e s

l We gratefully acknowledge the DIES funding for this project.

2 An e laborat ion and discuss ion of the Framework, the m ain

outc om e of the project is presented elsewhere (Moyles et aL 2001/

DIE S 2002) .

3 This continuum is currently being explored in a further research

projec t conducted by the sam e researchers a t APU in col labora tion

wi th Essex Ear ly Yeal~ Develop men t and Chi ldcare Par tnership of

wh ich details are n ot yet available.

8 EDUCATION 3 13 October 2002

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