Los marcadores del discurso

Teacher B was working with a group of children and a set of instruments that they had sorted into a group that made loud sounds and those that made quiet sounds when hit with a beater. She had been leading a conversation about vibrations as the children felt the drum after it had been hit and noticed the vibrating movement. This was new language to

the children and when the children answered Teacher B’s question about what happened when they felt the drum they talked about it going up and down. Teacher B spent a couple of minutes rephrasing the answer for them so they were using the new vocabulary she had introduced. The children left the activity using new vocabulary and having an understanding about what it meant.

In Cypress where more instruction was used there are fewer examples of this method of moving learning forwards. Teacher C used questioning techniques in teaching but 77% were closed and she did not scaffold in the same way when given an answer. She also used more instruction, the children were clear about the expectations of them by their teacher, but in a very direct way and they did not always have the opportunity to extend their learning in the same way as Birch Class.

Learn was used by more children in Birch and Alder where more scaffolded comments are used. It may be that the use of scaffolded comments promotes this language but, again, there is no conclusive evidence.

One conclusion that can be drawn from these analyses, is that differences in the language the adults use impacts on the language the children use, as well as their understanding of specific concepts. However, the differences in

language do not appear to have an impact on the Cognitive Development of the children in terms of children achieving a ‘Good Level of Development’ (11 points) in all the EYFS Key Areas of Learning and Development at the end of

FS2. In total 47% achieved this level, 54% of the children in Cypress Class, 50% of children in Alder Class and 43% of Birch Class. Of these children only one was on track to make Expected progress to this level according to the

‘Baseline’ data. This would suggest that there has been good progress across the academic year.

These observations are a snapshot of the adult language used in the classroom and it is impossible to deduce from them whether any use of language which specifically mentions learning, is part of the children’s everyday experience.

However, one finding from these observations is that the teachers use

questions and scaffolded comments to move learning forwards and the school data shows that these are successful strategies. However, the term learn does not appear in any of the observations so is unlikely to be part of the children’s everyday language.

It cannot be proved that use of the terms learn, play, do or work by individual teachers impacts directly on the use of these words by the children, although the way teachers use language may impact on how children develop different ways of learning.

The language the teachers used was only one factor influencing how the children talked about what they do. Chapter Five considers what adults did within the classroom which might have impacted on how the children talked about what they were doing.

Section 4.7

The Research Journey Part Three

Figure 4.3 The Research Journey Part Three

Summary of Key Points From Chapter 4

 Children use learn, play, do and work to describe classroom activities.

 The most frequent word used by the children to describe activities was do.

 Learn is used most by children in Birch Class.

 The Baseline data did not indicate that children performing at a higher level used learn

Sept 2013 Nov 2013 Mar 2014 May 2014 June 2014 Aug 2014-15 June 2015 Aug 2015

Chapter Five

Where Do You Learn and Play?

5.1 Introduction

During the analysis of the Pupil Interviews one of the questions that was raised was whether, or not, where adults base themselves in the classroom impacts on the language children use about that area.

5.2 Where do Adults Base Themselves in the Classroom?

5.2.1 Pupil Perceptions

During each interview the children were given a set of photographs, but were not directed towards any particular photos. Looking at all of the pictures the children were asked: “Where does your teacher go in the classroom?” Often the answer included what the teacher did in the area. If not then a follow up

question was asked regarding the activities adults did in the area of the classroom shown in a picture. Their responses were allocated to one of four groups;

Working with children on a task.

Management activities for example ‘helps us to tidy up’, ‘she would take a picture’.

They don’t go there at all.

No comments on that particular photograph.

Collectively the children identified two main areas where their teachers go and

‘do’ activities with children: the Writing Area and the main Carpet Area.

When shown the picture of the Writing Area all of the children identified this as an area where their teacher based themselves. The comments they made about this area seemed to demonstrate that they understood this is an area where the teachers focus on structured activities. Examples of the children’s phrases include:

Telling us how to do words

Teacher A decides what work goes here.

A teacher will help.

Teacher A chooses writing because it is very good.

The main Carpet Area, where the children sit for register, whole class input sessions and for small group sessions, was identified by 100% of children who commented on the picture (19 children), as a place where adults go in the classroom. Although there was a range of answers, a number of children identified this area of the classroom only with learning sounds (Phonics).

This raises an interesting question as to whether the teachers are clearer about phonics sessions being learning than they are about the other Foundation Stage Areas of Learning and Development. It also demonstrates that children copy the language the teachers use, as ‘phonics’ is not likely to be a word they will have used before coming to school.