Practitioners’ knowledge and understanding of schemas and well-being in the Foundation Phase curriculum

Professional learning and development within early childhood education
and care (ECEC) is being prioritised internationally. This priority is
important particularly when practitioners in Wales are expected to implement ambitious curriculum changes. This paper examines the findings
from two PhD studies, one that explored practitioners’ knowledge and
understanding of schemas and another that explored well-being. It found
three commonalities: first, a limited understanding of schemas and
well-being among some practitioners working with young children;
second, a limited understanding of how to recognise and support schemas
and promote well-being in classroom practice; and third, a lack of clarity
in Welsh Government curriculum policy about schemas and well-being.
This article discusses the implications of these commonalities for children
and practice, curriculum implementation and research. Moreover, it
suggests that if practitioners had a secure understanding of schemas and
well-being this could help them rethink and transform their practice. This
paper argues for the importance of collaborative professional development
and critical reflection for practitioners, policy-makers and researchers in
light of curriculum change