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A Cooperative Pedagogical Program Linking Preschool and Foundation Teachers: A Pilot Study

journal contribution
posted on 2016-09-01, 00:00 authored by Annette Dunham, Helen Skouteris, Andrea NolanAndrea Nolan, S Edwards, J Small
THE TRANSITION TO FORMAL schooling is a significant milestone for young children and their families. Congruence between an early childhood setting and school experience is known to impact on children's positive start to school. Despite policy efforts at the Victorian state level, preschool educators and Foundation teachers do not have a strong understanding of the curriculum, pedagogical and assessment practices used in the alternate setting. This paper reports on the ‘Alliance Project’ that sought to support preschool educators and Foundation teachers to work cooperatively to better understand each other's practices. Drawing from sociocultural theory, the Alliance Project employed an interventionist methodology to work with preschool educator and Foundation teacher pairings on a joint planning initiative. Participants on the Alliance Project gained increased familiarity with the alternate setting's curriculum, pedagogy and assessment practices, and an increased capacity to work cooperatively across both settings to address the needs of transitioning children.

History

Journal

Australasian Journal of Early Childhood

Volume

41

Issue

3

Pagination

66 - 75

Publisher

SAGE PUBLICATIONS LTD

ISSN

1836-9391

eISSN

1839-5961

Language

English

Publication classification

C1 Refereed article in a scholarly journal; C Journal article

Copyright notice

2016, Early Childhood Australia

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