Waiting to learn : an analysis of instruction in four preschool settings in poor contexts

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dc.contributor.advisorHoadley, Ursula Kateen_ZA
dc.contributor.authorJowell, Justinen_ZA
dc.date.accessioned2016-07-25T11:36:02Z
dc.date.available2016-07-25T11:36:02Z
dc.date.issued2016en_ZA
dc.description.abstractWorldwide there has been a growing recognition of the important role that preschool education can play in supporting later school (and life) success. At the school level, studies that examine and broaden knowledge of educational transmission in the classroom (pedagogic discourse) have been useful in providing pointers towards better practices to support children's learning at school. Extending the study of pedagogy to the preschool level seems to hold great potential for better understanding how to support children's learning. This study, based within a sociology of education framework, poses the question: How is pedagogy constituted and how does it vary across four different preschools situated in working class areas? Using a case study approach, four sites were chosen from the same setting, and classroom observation data collected. The study examines in these sites how time is distributed across the school day in relation to different domains of early learning; how pedagogy is structured (and how it varies); and how what is offered at the four settings compares to an optimal1 pedagogy identified for school, and preschool, in the research literature. Drawing on Basil Bernstein's conceptual frame for the analysis of pedagogy, a coding tool was adapted from Hoadley (2005) for the preschool setting which enabled a robust description and comparison of the pedagogy at the four sites.en_ZA
dc.identifier.apacitationJowell, J. (2016). <i>Waiting to learn : an analysis of instruction in four preschool settings in poor contexts</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/20722en_ZA
dc.identifier.chicagocitationJowell, Justin. <i>"Waiting to learn : an analysis of instruction in four preschool settings in poor contexts."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2016. http://hdl.handle.net/11427/20722en_ZA
dc.identifier.citationJowell, J. 2016. Waiting to learn : an analysis of instruction in four preschool settings in poor contexts. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Jowell, Justin AB - Worldwide there has been a growing recognition of the important role that preschool education can play in supporting later school (and life) success. At the school level, studies that examine and broaden knowledge of educational transmission in the classroom (pedagogic discourse) have been useful in providing pointers towards better practices to support children's learning at school. Extending the study of pedagogy to the preschool level seems to hold great potential for better understanding how to support children's learning. This study, based within a sociology of education framework, poses the question: How is pedagogy constituted and how does it vary across four different preschools situated in working class areas? Using a case study approach, four sites were chosen from the same setting, and classroom observation data collected. The study examines in these sites how time is distributed across the school day in relation to different domains of early learning; how pedagogy is structured (and how it varies); and how what is offered at the four settings compares to an optimal1 pedagogy identified for school, and preschool, in the research literature. Drawing on Basil Bernstein's conceptual frame for the analysis of pedagogy, a coding tool was adapted from Hoadley (2005) for the preschool setting which enabled a robust description and comparison of the pedagogy at the four sites. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - Waiting to learn : an analysis of instruction in four preschool settings in poor contexts TI - Waiting to learn : an analysis of instruction in four preschool settings in poor contexts UR - http://hdl.handle.net/11427/20722 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/20722
dc.identifier.vancouvercitationJowell J. Waiting to learn : an analysis of instruction in four preschool settings in poor contexts. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/20722en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleWaiting to learn : an analysis of instruction in four preschool settings in poor contextsen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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