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  • Development of social relationships, interactions and behaviours in early education setting

    Author(s)
    Kington, Alison
    Gates, Peter
    Sammons, Pam
    Griffith University Author(s)
    Gates, Peter
    Year published
    2013
    Metadata
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    Abstract
    Recent research and policy regarding the advantages of early years provision has focused largely on the enhancement and development of cognitive skills for preschoolers. This study, based in the United Kingdom, focuses on a range of cognitive and social skills and identifies beneficial characteristics of a government pilot scheme for 2-year-olds in areas of social disadvantage. Data were collected from nursery managers and parents across six early years settings using a combination of qualitative and quantitative methods centred around in-depth observational techniques focused on children. Results indicate that in addition ...
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    Recent research and policy regarding the advantages of early years provision has focused largely on the enhancement and development of cognitive skills for preschoolers. This study, based in the United Kingdom, focuses on a range of cognitive and social skills and identifies beneficial characteristics of a government pilot scheme for 2-year-olds in areas of social disadvantage. Data were collected from nursery managers and parents across six early years settings using a combination of qualitative and quantitative methods centred around in-depth observational techniques focused on children. Results indicate that in addition to the development of cognitive skills, children showed increased confidence and modes of communication and interaction and that these were associated with the varied activities and routines established within the early years settings. Some variations in terms of frequency and quality of interactions, activities and practice were identified in settings; however, interpersonal support for learning and development was consistent across settings.
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    Journal Title
    Journal of Early Childhood Research
    Volume
    11
    Issue
    3
    DOI
    https://doi.org/10.1177/1476718X13492936
    Subject
    Early Childhood Education (excl. Maori)
    Education Systems
    Sociology
    Psychology
    Publication URI
    http://hdl.handle.net/10072/61975
    Collection
    • Journal articles

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