Gwybodaeth a dealltwriaeth ymarferwyr o sgemâu a lles yng nghwricwlwm y Cyfnod Sylfaen

Alyson Lewis, Amanda Thomas

    Allbwn ymchwil: Cyfraniad at gyfnodolynErthygladolygiad gan gymheiriaid

    2 Wedi eu Llwytho i Lawr (Pure)

    Crynodeb

    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; secondly, a limited understanding of how to recognise and support schemas and promote well-being in classroom practice; thirdly, 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.
    Cyfieithiad o deitl y cyfraniadPractitioners’ knowledge and understanding of schemas and well-being in the Foundation Phase curriculum
    Iaith wreiddiolCymraeg
    Rhif yr erthygl459
    Nifer y tudalennau20
    CyfnodolynWales Journal of Education
    Cyfrol23
    Rhif cyhoeddi1
    Dynodwyr Gwrthrych Digidol (DOIs)
    StatwsCyhoeddwyd - 30 Gorff 2021

    Ôl bys

    Gweld gwybodaeth am bynciau ymchwil 'Gwybodaeth a dealltwriaeth ymarferwyr o sgemâu a lles yng nghwricwlwm y Cyfnod Sylfaen'. Gyda’i gilydd, maen nhw’n ffurfio ôl bys unigryw.

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