• English
    • Welsh
  • English 
    • English
    • Welsh
  • Login
Search DSpace:
  • Home
  • Research at Cardiff Met
  • Library Services
  • Contact Us
View item 
  • DSpace home
  • Cardiff School of Education and Social Policy
  • Education Research
  • View item
  • DSpace home
  • Cardiff School of Education and Social Policy
  • Education Research
  • View item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Enabling Theory into Practice: Making Sense of the ‘Why’ and the ‘How’ in the Early Years

Thumbnail
Author
McInnes, Karen
Thomas, Amanda
Pescott, Claire
Jones, Cath
Packer, Rhiannon
Watkins, Philippa
Date
2018-09-01
Acceptance date
2018-04-01
Type
Article
Publisher
Infonomics Society
ISSN
2042-6364
Metadata
Show full item record
Abstract
The authors delivered and facilitated a panel discussion at the London International Conference on Education (LICE-2017) based on a recently published book [1]. It is recognised that high quality early years education is of prime importance in enabling our youngest children to develop and learn to their full potential. To achieve this, they require high quality early years practitioners to support their learning and development. Early years practitioners need to integrate theory, the ‘why’, with practice, the ‘how’, across all areas of the curriculum. This paper provides a discussion on selected curriculum areas: Literacy, Mathematics and Science alongside a discussion on current policy and the importance of play and playfulness. It includes reference to current research and case study material to demonstrate how the integration of ‘why’ and ‘how’ might be achieved during the training of early years students and practitioners. In addition, it reports recent feedback from a short survey undertaken with early years students using the book and these materials in their training. Students reported greater understanding of concepts and theories and how they could incorporate this within their practice as well as feeling they were receiving extra in-class time from having a text written by their tutors.
Journal/conference proceeding
International Journal for Cross-Disciplinary Subjects in Education;
Citation
McInnes, K., Thomas, A., Pescott, C., Jones, C., Packer, R., & Watkins, P. (2018) 'Enabling Theory into Practice: Making Sense of the ‘Why’ and the ‘How’ in the Early Years', International Journal for Cross-Disciplinary Subjects in Education, 9(3), 3843-3850. DOI: 10.20533/ijcdse.2042.6364.2018.0466
URI
https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/volume-9-2018/Enabling-Theory-into-Practice.pdf
http://hdl.handle.net/10369/10629
Description
Article published in International Journal for Cross-Disciplinary Subjects in Education available at https://infonomics-society.org/wp-content/uploads/ijcdse/published-papers/volume-9-2018/Enabling-Theory-into-Practice.pdf
Collections
  • Education Research [256]

Related items

Showing items related by title, author, subject and abstract.

  • Thumbnail

    The genesis of J.R.R. Tolkein's mythology. 

    Higgins, Andrew S. (Cardiff Metropolitan University, 2015)
    This thesis critically examines the earliest creative work of J.R.R. Tolkien, from which the first version of his mythology would emerge, as one coherent whole, rather than a series of individual creative acts. It argues ...
  • Thumbnail

    A depression in left ventricular diastolic filling following prolonged strenuous exercise is associated with changes in left atrial mechanics 

    Oxborough, David; Whyte, Greg; Wilson, Matthew; O'Hanlon, Rory; Birch, Karen; Shave, Rob; Smith, Gillian; Godfrey, Richard; Prasad, Sanjay; George, Keith (Elsevier, 2010)
    Background Standard marathon running can result in a depression of left ventricular (LV) diastolic function during early recovery. Left atrial (LA) mechanics are integral in maintaining an early diastolic pressure ...
  • Thumbnail

    Investigation into the insights generated through the application of interactive prototyping during the early stages of the design process 

    Culverhouse, Ian (University of Wales, 2012)
    The early stages of the product design process are defined as those when initial product concepts are conceived in accordance with a design brief. High numbers of ideas will be generated as designers iteratively develop ...

Browse

DSpace at Cardiff MetCommunities & CollectionsBy issue dateAuthorsTitlesSubjectsThis collectionBy issue dateAuthorsTitlesSubjects

My Account

Login

Statistics

Most Popular ItemsStatistics by CountryMost Popular Authors

DSpace software copyright © 2002-2015  DuraSpace
Contact us | Send feedback | Administrator