Changing educational practice in the early years through practitioner-led action research: an Adult-Child Interaction Project

This article reports the development of the first two years of a three-year project that examines the effectiveness of adult-child interactions in the early years, and tracks the development of teachers' thinking and practice as they engage in practitioner-led action research. The Adult-Child I...

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Bibliographic Details
Published inInternational journal of early years education Vol. 20; no. 2; pp. 114 - 129
Main Authors Fisher, Julie, Wood, Elizabeth
Format Journal Article
LanguageEnglish
Published Abingdon Taylor & Francis Group 01.06.2012
Routledge
Taylor & Francis Ltd
Subjects
Action Research
adult-child interactions
Early Childhood Education
Early Years Foundation Stage
Educational Change
Educational Practices
Effectiveness studies
England
Foreign Countries
Interaction
Interpersonal Relationship
Outcomes of Education
Professional Development
Program Effectiveness
Projects
Reflective teaching
Social interaction
socio-cultural theory
Teaching Methods
Theory Practice Relationship
Video Technology
Young Children
United Kingdom (England)
United Kingdom > UK
England
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Summary:This article reports the development of the first two years of a three-year project that examines the effectiveness of adult-child interactions in the early years, and tracks the development of teachers' thinking and practice as they engage in practitioner-led action research. The Adult-Child Interaction Project involves practitioners who work with children from six months to six years in one local authority in England as they aim to develop their practice. On the basis of action research cycle, the methods include systematic video observation and stimulated recall; individual, paired and collaborative reflective dialogue; project logs and critical engagement with research. A distinctive feature is continuous engagement with an early years expert as a co-researcher and reflective partner in the processes of change and development. This article focuses on the impact and effectiveness of the project methodology, specifically the strategies that support critical reflection, dialogue and change processes.
ISSN:0966-9760
1469-8463
DOI:10.1080/09669760.2012.715400