The Action Research Cycle Analysis Will Facilitate A Process Of Dialectic Examination

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As part of the action research cycle analysis will facilitate a process of dialectic examination. Winter (1989) recognises that progress in action research depends upon a researcher’s ability to represent the theory itself along with a way of understanding it. Consequently, through the process of analysis I will endeavour to understand and explain the key findings from the data collected.

In England children start formal schooling at the age of four. However many children attend nursery prior to starting school, with statistics from the Department for Education stating there were 1,673,130 children under the age of 4 attending early education in 2014 (Department for Education, 2014, p13). Whilst some families require early care, due
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Likewise, government agendas persist on viewing early years as a preparation for school, with Elizabeth Truss suggesting increased access to early learning would improve the academic ability of children (BBC, 2014).

In contrast, Britain’s House of Commons Education Select Committee (2000) proposed that formalised learning could damage learning whilst Tricia David (1998) of the Professional Association of Nursery Nurses suggested that emphasis on formal education before the age of five could result in a sense of failure, leading to long-term underachievement and disaffection. Correspondingly Whitebread (2013) suggests that formalised learning should be delayed, similarly to European countries who currently have higher levels of academic achievement and child well-being.

With families and government agendas seeking early years provision as the stepping stone to school, with the capacity to improve academic success, formalised activities such as reading and writing dominate early years classrooms. The data collected for this research indicates that families within my setting believe that formalised learning is a necessary activity for preparation for school. Comments such as, ‘It would be wonderful to let my child play all day, but what are they going to learn?’ (Archive 7: Parent 4) implies that play is not deemed part of the school readiness agenda.
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