Abstract
When young children move settings, phase or year group or from one style of pedagogy to another their power status is diminished and they encounter shifts in identity and agency (Clark and Moss 2005; Ecclestone, Hayes, Biesta and Hughes 2009). In England the transit from Reception to Year One traditionally involves an abrupt change from play-based curriculum to more formal approaches to learning (Fisher 2010; OCC 2006; Brooker 2002; Dockett and Perry 2007). Changes in teaching style and curriculum place new expectations on children, making transition particularly disempowering (Fabian and Dunlop 2007; Griebel and Niesel 2000). Giving children control of the transition process and involving them in research into transition is one way of addressing imbalances (Dockett and Perry 1999; Clark and Moss 2005).Situated in England, this study used a qualitative participatory methodology to enable a class of five and six-year-old children to become co-researchers. The children acted as experts in the transition from a play-based to more formal curriculum, researching their recent transition and using their experiences to support new groups of children. Thus, they became key ‘brokers’ in transition (Wenger 1998). A group of seven and eight-year-old children in a different school also contributed their perspectives to the study, reflecting on their involvement in a pilot study and transition at a later phase.
I draw on the work of Foucault (1991), Giddens (1984), Bronfenbrenner (1989), Bernstein (1975), Gibson (1979) and Lave and Wenger (1991) to critically analyse the theoretical and methodological links between children’s participation in research, voice and perceptions of themselves as experts. I explore power relations from two interrelated perspectives: as a Year One teacher with a commitment to ensure that young children’s transition is a positive experience; as a teacher who has recently transited from Reception to Year One.
My findings indicate that, although Year One discourse can prioritise and silence different types of learning, children can effectively negotiate the new maze and can help others to do so. Engaging children fully gave them greater access to voice and encouraged agency.
Date of Award | 30 Apr 2023 |
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Original language | English |
Awarding Institution |
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Supervisor | Bridget Egan (Supervisor), Mary Scanlan (Supervisor) & Jane Payler (Supervisor) |
Keywords
- Power
- Transition
- Knowledge
- Children's voice
- Brokerage