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 cyfraniad||Practitioners’ knowledge and understanding of schemas and well-being in the Foundation Phase curriculum|
|Rhif yr erthygl||459|
|Nifer y tudalennau||20|
|Cyfnodolyn||Wales Journal of Education|
|Dynodwyr Gwrthrych Digidol (DOIs)|
|Statws||Cyhoeddwyd - 30 Gorff 2021|