Papers by natalie macdonald
Inclusive Pedagogies for Early Childhood Education, 2022
In this chapter we explore the process and outcomes of professional learning for a group of pre-s... more In this chapter we explore the process and outcomes of professional learning for a group of pre-school staff working in targeted early childhood education and care across an area identified as socio-economically deprived. In particular, we attend to voices of the small minority of research participants who maintained a deficit view of the capability of children in their care, despite the professional learning demonstrating the ability of young children to develop working theories through playful engagement with adults who are responsive to their exploration and thinking. Reflecting on such views we explore barriers to inclusive working that may lie deeply within even the most practiced and experienced ECEC staff. We recognise that the construction of the capable, agential child may be a privileged conceptualisation, and that a default construction of the dependent, deficit child may be in evidence across many ECEC practice contexts. The notion of the threshold concept (Meyer and Land 2003) is explored, where a threshold concept can be seen as akin to a portal that opens up new and previously inaccessible ways of thinking. We consider the extent to which the conceptual construction of the capable child is a threshold concept in the study and practice of early childhood education and care and argue that this underpinning construct impacts upon decisions and actions in practice that shape the inclusive - or otherwise - nature of early childhood and care
* *Identified 2 comparable childcare settings *Completed Ethics *Designed and Printed Attachment ... more * *Identified 2 comparable childcare settings *Completed Ethics *Designed and Printed Attachment and Me resource pack *Facilitated training day for one setting visited non training setting to provide resource pack *Completed Sustained Shared Thinking and Emotional Wellbeing Scale observations *Attended support session at both settings *Collected Data Attachment and Me * *Consent Forms-staff and parents *Pre and Post Questionnaires *Completed SDQ's and IPP's for individual children
An overview of the issues of attachment and emotional and behavioural difficulties in early years... more An overview of the issues of attachment and emotional and behavioural difficulties in early years. A presentation bid for funding for small scale pilot project.
Professional Development in Education, 2020
In 16 Flying Start early childhood education and care (ECEC) settings within a Local Authority in... more In 16 Flying Start early childhood education and care (ECEC) settings within a Local Authority in Wales, observations of adult-child interactions, using the Sustained Shared Thinking and Emotional Wellbeing Scale (SSTEW), highlighted that interactions that support children's problem solving, curiosity, concept development, and higher-order thinking were the least well developed aspects of practice. A two-day professional learning intervention 'Talking Science', underpinned by a socio-cultural understanding of science learning in ECEC was designed. The intervention was delivered via a collaborative, socio constructive model of delivery en masse to all 64 practitioners in the 16 Flying Start settings. This qualitative mixed method research project adopted an interpretivist paradigm; the aim was to better understand ECEC practitioners' perceptions of science and how these perceptions both shaped provision and supported children's concept development in their settings. Data collection took the form of scribed notes from group discussions, feedback from practitioners during discussions and evaluation feedback about 'Talking Science'. The experiential professional learning programme with a focus on science in everyday practice appeared to be supportive of practitioners' developing confidence and subsequent engagement with science provision for young children. 'Talking Science' also provides a model which may have wider implications when designing ECEC professional learning.
Early Child Development and Care, 2019
This review aims to look at the research undertaken in each of the two branches of Autistic Spect... more This review aims to look at the research undertaken in each of the two branches of Autistic Spectrum Disorder therapy, comparing and evaluating their individual successes and looking for an integrated way forward including the role of play and playfulness in therapy and the difficulty of play for children with ASD. The definition of play is discussed as well as the relationship between play and Autistic Spectrum Disorder. Future directions are suggested including looking at a definition of what constitutes play and a playful situation for a child with Autistic Spectrum Disorder, an integrated therapeutic approach in an everyday environment.
Non formal early year’s preschool education and care provision continues to be a separated entity... more Non formal early year’s preschool education and care provision continues to be a separated entity from education within Welsh Government policy, curriculum and professional development. Despite international research evidence depicting the importance and benefits of combining the early year’s elements with formal education the division within Wales remains. This article discusses the opportunity provided by the implementation of educational reform in Wales through ‘Successful Futures’ and ‘Prosperity for All’ to unite the care and education systems for young children and the potential benefits of doing so, sifting through robust evidence of the importance and long term attainment benefits of a quality early years’ provision, historical missed opportunities and the prospects for change.
As mentioned in Chapter 1, the education and care of young children in Great Britain and Northern... more As mentioned in Chapter 1, the education and care of young children in Great Britain and Northern Ireland is complex, as four countries together form the United Kingdom. As a result of the Union, separate regulations apply to Northern Ireland, Scotland and Wales. This book aims to discuss the Early Years Foundation Stage as it is applied in England. After reviewing the historical developments in early childhood policy in England and the implementation of EYFS, however, it is important to consider the bigger picture as a way to investigate what happens not only in the constituent parts of the UK, but also within the entire British Isles (which also include the Republic of Ireland). Thus this chapter examines early childhood education and care in the British Isles and aims to help you: • have an overview of the early childhood education and care in the British Isles; • develop an understanding of the implementation of different curricula; • develop an understanding of the role of policy in curricula implementation; • make comparisons via your own reflections though the case studies from each country.
As mentioned in Chapter 1, the education and care of young children in Great Britain and Northern... more As mentioned in Chapter 1, the education and care of young children in Great Britain and Northern Ireland is complex, as four countries together form the United Kingdom (UK). As a result of the Union, separate regulations apply to Northern Ireland, Scotland and Wales. This book aims to discuss the Early Years Foundation Stage as it is applied in England. After reviewing the historical developments in early childhood policy in England and the implementation of EYFS, however, it is important to consider the bigger picture as a way to investigate what happens not only in the constituent parts of the UK, but also within the entire British Isles (which also include the Republic of Ireland). Thus this chapter examines early childhood education and care in the British Isles and aims to help you:
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Papers by natalie macdonald