ABSTRACT

This article reports on a research project which investigated early years practitioners’ perspectives of best practice and effective provision in relation to the Understanding the World area of learning of the Early Years Foundation Stage. This area of learning focuses on ‘People and Communities’, ‘The World’, and ‘Technology’. A mixed-methods approach utilising an online survey and semi-structured interviews generated data from early years practitioners located in nurseries and primary schools in Stoke-on-Trent, England. Practitioners’ views were ascertained along with the identification of perceived obstacles impeding children’s learning, social and cognitive development, and attainment.

摘要

本文报道了一个研究项目，该项目调查了早期从业者对与早期基础阶段的“了解世界”学习领域相关的最佳实践和有效提供的观点。该学习领域侧重于“人与社区”、“世界”和“技术”。使用在线调查和半结构化访谈的混合方法从位于英格兰特伦特河畔斯托克的托儿所和小学的早期从业者那里生成数据。确定从业者的观点以及识别阻碍儿童学习、社会和认知发展以及成就的感知障碍。