Priorities, such as managing early reading, and pupils’ behaviour, special educational needs and disability Assessing and evaluating teaching The use of evidence and research to inform teaching”. (NCTL, 2016, p. 14) Additionally, compliance criteria also state that each EYTT must have “taught in at least two schools or early years to achieve Early Years Teacher settings” Status (NCTL, 2016, p. 18). Aside from the specific criterion stated, the content of taught sessions is very much left to the accredited training provider, yet aligned with QTS provision for the purposes of Ofsted, despite the specific recommendation from the (2012), as follows: ‘Nutbrown Review’ The Teaching Agency should develop a more robust set of full and relevant criteria to ensure qualifications promote the right content and pedagogical processes. (Nutbrown, 2012, p. 29) This is significant to note for the purposes of this research, as each training provider may have opposing priorities or ideologies, yet early reading seems to have been and identified as a specific area to include in the content ‘slotted in’ of the training for EYTTs. Thus, providers are free to decide how much or how little time and content is devoted to early reading, which is also very much dependent upon provider knowledge, perceptions and ideologies and is unhelpful for the outcomes of young children. 2.10. Summary The review of the literature has highlighted some complexities in the definitions and perceptions of early reading, nationally and internationally. Yet, unarguably, literacy is critical for life-long learning (Finnegan et al., 2016;
Priorities, such as managing pupils’ behaviour, early reading, and special educational needs and disability Assessing and evaluating teaching The use of evidence and research to inform teaching”. (NCTL, 2016, p. 14) Additionally, compliance criteria also state that each EYTT must have “taught in at least two schools or early years settings” to achieve Early Years Teacher Status (NCTL, 2016, p. 18). Aside from the specific criterion stated, the content of taught sessions is very much left to the accredited training provider, yet aligned with QTS provision for the purposes of Ofsted, despite the specific recommendation from the ‘Nutbrown Review’ (2012), as follows: The Teaching Agency should develop a more robust set of full and relevant criteria to ensure qualifications promote the right content and pedagogical processes. (Nutbrown, 2012, p. 29) This is significant to note for the purposes of this research, as each training provider may have opposing priorities or ideologies, yet early reading seems to have been ‘slotted in’ and identified as a specific area to include in the content of the training for EYTTs. Thus, providers are free to decide how much or how little time and content is devoted to early reading, which is also very much dependent upon provider knowledge, perceptions and ideologies and is unhelpful for the outcomes of young children. 2.10. Summary The review of the literature has highlighted some complexities in the definitions and perceptions of early reading, nationally and internationally. Yet, unarguably, literacy is critical for life-long learning (Finnegan et al., 2016;
120200555%20Thesis%20Final%20Karen%20Boardman%20April%202017.docx