Sociocultural influences on the learning processes of four-year-olds: evidence for tentative links between learning outcomes of children, sub-cultures of pedagogy and patterns of interaction in a pre-school and reception class


Payler, Jane K. (2004) Sociocultural influences on the learning processes of four-year-olds: evidence for tentative links between learning outcomes of children, sub-cultures of pedagogy and patterns of interaction in a pre-school and reception class. In, British Educational Research Association Annual Conference 2004, UMIST, Manchester, UK, 15 - 18 Sep 2004. Manchester, UK, Education-line31pp, 1-31.

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Description/Abstract

This paper derives from a study of learning processes in ten four-year-old children, five at pre-school (their second of three Foundation Stage years) and five in a primary school reception class (their second and final Foundation Stage year) in England. From March 2002 - July 2003, the study examined the sub-cultures of pedagogy, children's learning outcomes and the processes involved using a combination of methods including ethnographic case study, parent diaries, and extensive video/audio recording. Drawing on sociocultural theory, interactions between participants and between participants and resources, taken to be multimodal communications (Kress and Van Leeuwen 2001), were analysed for broad patterns in the settings and for individual children. This paper considers evidence for tentative links between children's learning outcomes, sub-cultures of pedagogy and interaction patterns. Pre-school offered more opportunities for interactions based on individual experiences, easing negotiated entry into the curriculum, but with less explanation, instruction and modelling, creating a "levelling up" effect in learning outcomes. Reception provided less interactive space for children's initiations or open-ended conversations grounded in their experiences and meanings, but more explanation, exploration and modelling with the whole class, creating outcomes of rapid progress for those with a closer home/school match and "falling behind" of those with a weaker match (author abstract)

Item Type: Conference or Workshop Item (Paper)
Related URLs:
Keywords: early years education, participant interaction, four year old children, family influence, pupil development, sociocultural patterns, teaching methods
Subjects: L Education > L Education (General)
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
University Structure - Pre August 2011 > Superseded (HCIU)
ePrint ID: 28972
Date Deposited: 11 May 2006
Last Modified: 27 Mar 2014 18:17
URI: http://eprints.soton.ac.uk/id/eprint/28972

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