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

Amanda Thomas, Alyson Lewis

    Research output: Contribution to conferencePaperpeer-review

    Abstract

    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
    Original languageEnglish
    Pages4-22
    Number of pages26
    DOIs
    Publication statusPublished - 4 Aug 2021

    Keywords

    • schemas
    • well-being
    • Foundation Phase curriculum
    • Wales
    • professional learning and development

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