Home and away

Flewitt, Rosie (2005) Home and away Nursery World, (12 May 2005), pp. 26-27.


Full text not available from this repository.


This practitioner-oriented article discusses how the many changes introduced in the Early Years over recent years have been broadly welcomed as a move towards raising the overall quality of preschool provision, but they have also resulted in challenges for practitioners and for young children. Research has found that practitioners feel under increased pressure to provide evidence of curriculum delivery, to help children achieve higher scores in early years assessment and to focus on children’s ability to communicate their understandings through the ‘assessable’ communicative mode of talk. Whilst the development of communication and language skills is a key area of young children’s learning, too high a priority given to spoken language may be detracting from the diversity of ways that children communicate through talking and playing, through movement and all their senses. Drawing on data from an ESRC-funded project, the article illustrates how the 3-year-old children studied were competent and experienced communicators in their own homes, yet these skills did not always transfer smoothly into preschool settings. The article concludes with suggestions on how practitioners can ease children's transition from home to preschool.

Item Type: Article
Related URLs:
Keywords: early years pedagogy, communication, transition, home, early years settings
Subjects: L Education > LB Theory and practice of education
L Education > L Education (General)
ePrint ID: 17414
Date :
Date Event
12 May 2005Published
Date Deposited: 09 Sep 2005
Last Modified: 16 Apr 2017 23:16
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/17414

Actions (login required)

View Item View Item