you asked me as an interview participant about the environment for early reading, I know what to say didn’t because I think we did have an environment suitable to don’t support early reading for our babies and toddlers. It is my responsibility as the EYTS in the setting to lead on practice and I have chosen to lead on early reading and in my setting I really want to get this right. – (Focus Group Workshop 1) Another practitioner commented: I gained a lot more confidence after the early reading sessions and then again after the phonics sessions on EYTS. I am doing more reading and research now and looking at the environment as a whole to support early reading and not just reading books and stories etc. but this is not enough we – need more reading support and if nothing else a reminder of what we should be doing with babies, toddlers and (Survey Data, PDN) This practitioner is commenting on her increased confidence after some taught sessions as part of the EYTS training, comparable to earlier findings of reflection on practice being key to building confidence. It is possible, however, that more reading with babies and toddlers could be “needing support” interpreted as starting phonic work which could be cause for concern, although she does continue to suggest a reminder of good practice with babies, toddlers and two-year-olds to possibly counteract this concern. The findings highlight that contributing to this research project has led to the practitioners making vital changes. Ella commented that taking part in the research study making me think a bit more about reading to the “is children”. Similarly, Lucy reflects that her team need to continue books every day “using and just ensuring some Undoubtedly, the time, space and consistency”. opportunity to focus purely on early reading and solely on under-threes has been of benefit to practitioners involved in this research study. Interestingly, they have never been asked these questions before, specifically relating to under-threes, as Lily remarked that are really hard questions that “these I’ve
you asked me as an interview participant about the environment for early reading, I didn’t know what to say because I don’t think we did have an environment suitable to support early reading for our babies and toddlers. It is my responsibility as the EYTS in the setting to lead on practice and I have chosen to lead on early reading and in my setting – I really want to get this right. (Focus Group Workshop 1) Another practitioner commented: I gained a lot more confidence after the early reading sessions and then again after the phonics sessions on EYTS. I am doing more reading and research now and looking at the environment as a whole to support early reading and not just reading books and stories etc. but this is not enough – we need more reading support and if nothing else a reminder of what we should be doing with babies, toddlers and (Survey Data, PDN) This practitioner is commenting on her increased confidence after some taught sessions as part of the EYTS training, comparable to earlier findings of reflection on practice being key to building confidence. It is possible, however, that “needing more reading support” with babies and toddlers could be interpreted as starting phonic work which could be cause for concern, although she does continue to suggest a reminder of good practice with babies, toddlers and two-year-olds to possibly counteract this concern. The findings highlight that contributing to this research project has led to the practitioners making vital changes. Ella commented that taking part in the research study “is making me think a bit more about reading to the children”. Similarly, Lucy reflects that her team need to continue “using books every day and just ensuring some consistency”. Undoubtedly, the time, space and opportunity to focus purely on early reading and solely on under-threes has been of benefit to practitioners involved in this research study. Interestingly, they have never been asked these questions before, specifically relating to under-threes, as Lily remarked that “these are really hard questions that I’ve
120200555%20Thesis%20Final%20Karen%20Boardman%20April%202017.docx