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Belonging, community and capability: listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales

Jane Waters-Davies Orcid Logo, Jacky Tyrie Orcid Logo, Sarah Chicken Orcid Logo, Cathryn Knight Orcid Logo, Ellie Grout Orcid Logo

Education 3-13, Pages: 1 - 14

Swansea University Authors: Jacky Tyrie Orcid Logo, Cathryn Knight Orcid Logo

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DOI (Published version): 10.1080/03004279.2023.2276854

Abstract

This paper addresses the problem of how to achieve process quality in early childhood education (ECE) in a manner that attends to young children’s views. Process quality, the interactional experiences of the child in ECE, is highlighted by the OECD as a critical driver for development and so should...

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Published in: Education 3-13
ISSN: 0300-4279 1475-7575
Published: Informa UK Limited 2023
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URI: https://cronfa.swan.ac.uk/Record/cronfa64846
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first_indexed 2023-10-31T22:28:43Z
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spelling v2 64846 2023-10-31 Belonging, community and capability: listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales c1a41159a94ed9bf45e035f6a2a2ca79 0000-0002-6419-5391 Jacky Tyrie Jacky Tyrie true false e43d033fc7f2ccc9317c49df10b9b7bb 0000-0002-7574-3090 Cathryn Knight Cathryn Knight true false 2023-10-31 SOSS This paper addresses the problem of how to achieve process quality in early childhood education (ECE) in a manner that attends to young children’s views. Process quality, the interactional experiences of the child in ECE, is highlighted by the OECD as a critical driver for development and so should be the focus of ECE curriculum enactment, which should be responsive to children's interests. We report findings from a project that explored young children’s educational experiences of ECE during Covid-19 that provide insight into what children value in ECE. These findings can be used to consider how we ensure process quality in ECE by attending to what children value in curriculum enactment. The findings demonstrate the value that children place on belonging to the school community and illustrate young children’s capacities to express their experiences with nuance and detail. Journal Article Education 3-13 0 1 14 Informa UK Limited 0300-4279 1475-7575 Children’s voice; Wales; COVID-19; process quality; early years; curriculum enactment 14 11 2023 2023-11-14 10.1080/03004279.2023.2276854 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Another institution paid the OA fee Welsh Government 2024-10-03T11:10:04.7031761 2023-10-31T22:21:33.3015720 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Jane Waters-Davies 0000-0001-9045-8637 1 Jacky Tyrie 0000-0002-6419-5391 2 Sarah Chicken 0000-0001-6428-1102 3 Cathryn Knight 0000-0002-7574-3090 4 Ellie Grout 0009-0001-9803-6567 5 64846__29950__57da3cdec853443393193ac812412b87.pdf 64846.VOR.pdf 2024-04-08T15:40:15.7323896 Output 1241458 application/pdf Version of Record true © 2023 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License true eng http://creativecommons.org/licenses/by/4.0/
title Belonging, community and capability: listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales
spellingShingle Belonging, community and capability: listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales
Jacky Tyrie
Cathryn Knight
title_short Belonging, community and capability: listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales
title_full Belonging, community and capability: listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales
title_fullStr Belonging, community and capability: listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales
title_full_unstemmed Belonging, community and capability: listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales
title_sort Belonging, community and capability: listening to the voices of young children to realise process quality in early childhood curriculum enactment in Wales
author_id_str_mv c1a41159a94ed9bf45e035f6a2a2ca79
e43d033fc7f2ccc9317c49df10b9b7bb
author_id_fullname_str_mv c1a41159a94ed9bf45e035f6a2a2ca79_***_Jacky Tyrie
e43d033fc7f2ccc9317c49df10b9b7bb_***_Cathryn Knight
author Jacky Tyrie
Cathryn Knight
author2 Jane Waters-Davies
Jacky Tyrie
Sarah Chicken
Cathryn Knight
Ellie Grout
format Journal article
container_title Education 3-13
container_volume 0
container_start_page 1
publishDate 2023
institution Swansea University
issn 0300-4279
1475-7575
doi_str_mv 10.1080/03004279.2023.2276854
publisher Informa UK Limited
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description This paper addresses the problem of how to achieve process quality in early childhood education (ECE) in a manner that attends to young children’s views. Process quality, the interactional experiences of the child in ECE, is highlighted by the OECD as a critical driver for development and so should be the focus of ECE curriculum enactment, which should be responsive to children's interests. We report findings from a project that explored young children’s educational experiences of ECE during Covid-19 that provide insight into what children value in ECE. These findings can be used to consider how we ensure process quality in ECE by attending to what children value in curriculum enactment. The findings demonstrate the value that children place on belonging to the school community and illustrate young children’s capacities to express their experiences with nuance and detail.
published_date 2023-11-14T11:10:03Z
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score 11.036706

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