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

How child‐centred education favours some learners more than others

Thumbnail
View/open
Publisher's PDF (291.0Kb)
Author
Power, Sally
Rhys, Mirain
Taylor, Chris
Waldron, Sam
Date
2018-10-18
Acceptance date
2018
Type
Article
Publisher
Wiley
ISSN
2049-6613
Metadata
Show full item record
Abstract
Debates on how best to educate young children have been raging over the last 100 years—more often fuelled by ideological preferences rather than empirical evidence. To some extent this is hardly surprising given the difficulty of examining pupil progress in a systematic and comparative way. However, the introduction of a new child‐centred curriculum in Wales provides the opportunity to undertake just such an examination. The Foundation Phase curriculum, introduced in 2008, is designed to provide all 3‐ to 7‐year‐olds with a developmental, experiential, play‐based approach to learning. Evidence from a major 3‐year evaluation of this intervention finds that, overall, pupil progress and well‐being is fostered in those settings where the principles of the Foundation Phase have been most closely followed. However, the evidence also suggests that even within these contexts, progress is uneven and that some kinds of children seem to gain more from this approach than others. The ‘losers’ appear to be boys and those living in poverty. Drawing on the theories of Basil Bernstein, the paper explores why this may be the case and examines the relative significance of teacher dispositions, teacher–learner dynamics and the availability of resources. The paper concludes by arguing that these issues will need to be addressed if the benefits of child‐centred approaches are to benefit all.
Journal/conference proceeding
Review of Education;
Citation
Power, S., Rhys, M., Taylor, C. and Waldron, S. (2018) 'How child‐centred education favours some learners more than others', Review of Education, 7 (3) , pp.570-592
URI
http://hdl.handle.net/10369/10838
DOI
https://doi.org/10.1002/rev3.3137
Description
Article published in Review of Education available open access at https://doi.org/10.1002/rev3.3137
Rights
https://creativecommons.org/licenses/by-nc/4.0/
Sponsorship
Cardiff Metropolitan University (Grant ID: Cardiff Metropolian (Internal))
Collections
  • Un-themed [113]

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