White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

The stories of four young children's schematic explorations within their lived experience

Brierley, J D (2013) The stories of four young children's schematic explorations within their lived experience. EdD thesis, University of Sheffield.

[img]
Preview
Text (Thesis)
EdD J Brierley Jan 14.pdf
Available under License Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 UK: England & Wales.

Download (64Mb) | Preview

Abstract

Recent UK Government policy means more and more two-year-old children will be entitlement to free places in a variety of funded settings in the future (DfE, 2013a). Understanding and knowledge of how two year old children’s cognition develops continues to remains an under researched area. A key achievement of this thesis is its contribution to the understanding of how two-year-old children use schemas to construct knowledge from their lived experiences This thesis contributes new knowledge through the detailed written and photographic illustrations, which portray how through day-to-day experiences four two-year-old children’s schemas are constructed and co-ordinated. This thesis also identifies what kinds of environments and pedagogy can support two-year old children’s schematic explorations and development. The thesis first reviews the literature highlighting the “preciousness” (Atherton, 2013: 6) of experiences children gain in their first few years of childhood. Followed by a critical examination of how recent research findings have intertwined to influence the evolving early years landscape. Methodological and ethical issues are identified and discussed. The thesis presents four case studies written as narrative stories of the children’s day-to-day experiences at nursery and home. Drawing mainly from Atherton, (2013); Nutbrown (2011); Athey (2007) and the various work of Piaget (1953, 1959) the stories are analysed to suggest a viable schematic interpretation of the possible developing cognitive patterns. The findings acknowledge and recognise supporting young children’s schematic motivations provides children with the space to become social actors in their own learning.

Item Type: Thesis (EdD)
Keywords: schema, learning, early years and pedagogy
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Identification Number/EthosID: uk.bl.ethos.595065
Depositing User: Mrs J D Brierley
Date Deposited: 17 Feb 2014 15:33
Last Modified: 03 Oct 2016 11:04
URI: http://etheses.whiterose.ac.uk/id/eprint/4970

You do not need to contact us to get a copy of this thesis. Please use the 'Download' link(s) above to get a copy.
You can contact us about this thesis. If you need to make a general enquiry, please see the Contact us page.

Actions (repository staff only: login required)