factor in the perceptions of pedagogy and provision. It would be practitioners’ helpful if NCTL could be specific about this Early Years Teaching Standard and relating amplification, with an explanation on how and indeed, if, this applies to the age range of under-threes. It is also important to situate the fact that “most pedagogical practice in early literacy education is based almost entirely on the sign system of alphabetic print in such a way that the focus of reading ‘natural’ development is tied to print concepts to the exclusion of other types of signs and (Hassett, 2006, p. 83). Consequently, House (2011), Moss (2010) symbols” and Taggart (2011) propose that there is currently a damaging top-down pressure on early years practitioners and Roberts-Holmes and Bradbury, (2016a) contend there is a move to resort to an overly formal curriculum in preparation for the next stage of achievement, which as the data confirms is reflective of these accounts and the use of phonics programmes practitioners’ of study. The challenges noted by the practitioners in supporting under-threes with early reading link to the earlier sections of this chapter about this being a confusing and complex topic. The practitioners note that advice (from LA and setting) “the is often and defining early reading is a confusing”, “understanding challenge”, the wide range of and “supporting parents”, “supporting abilities” “supporting EAL and SEN are key challenges. Lily, an interview participant, children” explained the challenge for her was the concept of reading in general: One of the challenges is phonics and the confusion about how to teach it, we have the resources and the timetable has phonics activities on daily or weekly, but it has to be delivered in a particular way and not all children learn in this particular way. Parents are confused with the alphabet and alphabetic code. English is tricky. I think we get early reading right really just need to be better – with teaching phonics. Lily works in a and is explaining that the challenge for her is Children’s Centre teaching phonics, which again associates the perception of early practitioners’ reading as being linked to phonics. Lily suggests that her setting is getting early
factor in the practitioners’ perceptions of pedagogy and provision. It would be helpful if NCTL could be specific about this Early Years Teaching Standard and relating amplification, with an explanation on how and indeed, if, this applies to the age range of under-threes. It is also important to situate the fact that “most pedagogical practice in early literacy education is based almost entirely on the sign system of alphabetic print in such a way that the focus of ‘natural’ reading development is tied to print concepts to the exclusion of other types of signs and symbols” (Hassett, 2006, p. 83). Consequently, House (2011), Moss (2010) and Taggart (2011) propose that there is currently a damaging top-down pressure on early years practitioners and Roberts-Holmes and Bradbury, (2016a) contend there is a move to resort to an overly formal curriculum in preparation for the next stage of achievement, which as the data confirms is reflective of these practitioners’ accounts and the use of phonics programmes of study. The challenges noted by the practitioners in supporting under-threes with early reading link to the earlier sections of this chapter about this being a confusing and complex topic. The practitioners note that “the advice (from LA and setting) is often confusing”, “understanding and defining early reading is a challenge”, “supporting parents”, “supporting the wide range of abilities” and “supporting EAL and SEN children” are key challenges. Lily, an interview participant, explained the challenge for her was the concept of reading in general: One of the challenges is phonics and the confusion about how to teach it, we have the resources and the timetable has phonics activities on daily or weekly, but it has to be delivered in a particular way and not all children learn in this particular way. Parents are confused with the alphabet and alphabetic code. English is tricky. I think we get early reading right really – just need to be better with teaching phonics. Lily works in a Children’s Centre and is explaining that the challenge for her is teaching phonics, which again associates the practitioners’ perception of early reading as being linked to phonics. Lily suggests that her setting is getting early
120200555%20Thesis%20Final%20Karen%20Boardman%20April%202017.docx