Temas adicionales

How social relationships, ideas, or activities become resources for thinking … must be studied in relation to the concrete and varied practices of human beings. (González, Andrade, Civil & Moll, 2005, p. 261)

Introduction

Chapter five describes the methods of the present study. Firstly, the settings and participants of the study are introduced, followed by description of the data generation methods. Finally, the data analysis methods are outlined and the rationale for the conceptual framework of funds of knowledge used to discuss the findings explained.

The research settings

Children's interests and inquiries may vary in different communities and cultures, and the educational contexts within these. However, Lindfors (1999) suggests it is

important that researchers confine themselves to contexts that they understand. Certainly, researchers will be most alert to inquiry discourse in familiar contexts. In other contexts, researchers run the risk of overlooking, diminishing or misinterpreting inquiry acts (Lindfors, 1999). Hence, I approached participants in contexts familiar to me; that is, mainstream early childhood centres that utilise children's interests and Te Whāriki as the source of curriculum planning. The two centres, their teachers and the children who participated in the study are introduced in this section.

Purposive sampling was used to find suitable settings and invite their involvement in the present study (Berg, 2004; Neuman, 2006). Not only are teacher qualifications commonly cited as a key determinant of quality pedagogical relationships in early childhood education (e.g., Howes, 1997; Siraj-Blatchford & Sylva, 2004), three further studies that investigated professional development provide guidance and justification for the use of a purposive sample. Gould (1998) found that teacher qualifications were important to assist understanding of and motivation towards professional development. Blenkin and Kelly (1997) gleaned that most of the successful case studies in their research on links between beliefs, research and practice occurred where there were qualified staff. Moreover, intrinsic motivation is critical to the success of professional development (Hampton, 2000).

Furthermore, for research to be effective, some researchers suggested that participants ought to be selected on the grounds that they have necessary knowledge and

experience of the issue or topic, have the capability to reflect and articulate, and are keen to participate in the study (e.g., Morse, 1998). Other studies of teacher inquiry and development support that a culture of inquiry throughout the teaching team is crucial to its success as a strategy for professional learning (e.g., Groundwater-Smith & Dadds, 2004) and that the centre leadership must support the research and actively participate in it (Timperley et al., 2007).

Taking these factors into consideration, centres approached to form the contexts for the study were those that enacted a policy toemploy qualified teachers, had an established prior relationship with me in my university role, were judged as having a commitment to enhancing children's experiences and learning, that focussed their curriculum and pedagogy on children's interests, and had supportive management. Cognisant that mainstream services in NZ cover a diverse range of philosophies and approaches, maximal variation was attempted. Flick (2006) describes this as research that integrates only a few cases, but maximises the differences between these cases as much as possible to disclose diversity in the field. Therefore, in the present study, two different service types were chosen as case studies: a public kindergarten

sessional (half-day) service for young children (three to five-year-olds) and a private full-day service for six month-five year-olds. Further, to the best of my knowledge, this is the first study in NZ to mix service types in shared inquiry sessions; other studies have involved public kindergartens only (e.g., Duncan, 2005; Hampton, 2000; Mitchell, 2003).

The centres

Both centres approached in the first instance agreed to participate in the study. These were located in Takapuna, North Shore City, within two kilometres of each other, in part drawing children from similar geographic and socio-economic areas, thereby retaining an emphasis on diversity of service type rather than families. Many of the teachers, but not all, were previously known to me through my university role.

The No. 1 Kindy

The No. 1 Kindy Limited (1K) was a privately-owned full-day fee paying service for children aged from six months to five years. Located in a renovated villa, teachers valued a home-like atmosphere and philosophy. The centre drew its attending

children mostly from a five kilometre radius. However, some families travelled from further afield to attend; such was the reputation of the centre. The local community comprised largely upper-middle income earners. Licensed for 34 children, 12 under two and 22 over two, it employed six teachers each day (three were part-time), that is, seven teachers in total. Of the seven teachers, four were qualified and provisionally registered teachers, two others were completing study currently, and the other (and the owner also) had a mix of credentials but not a full teaching qualification. In terms of privately-owned centres, this proportion of qualified and in-teacher-education staff is high (Mitchell, 2002) and therefore met the intended characteristics of the sample for the study.

Teachers operated a roster and some remained solely responsible for the infants and toddlers aged less than two years each day. The roster was for policy and funding reasons and not related to centre philosophy or practice, as children were able to move freely around the centre for long periods of the day. There was also frequent

collegiality, movement and communication among the teaching team each day. At the time of the research, the roll was made up largely of Pakeha/European children. The majority of children lived in two-parent families. There were 55 children on the roll at the start of the research period as many attended part-time. At the beginning of the fieldwork, there were 28 children on the Friday roll (the day I attended); this fluctuated throughout the year between 16 and 28.

A child-initiated, play-based curriculum was offered for the majority of the time. An outdoor play environment with a large sandpit, swings, rubber matting for running and riding bikes on and climbing apparatus was available to children. This area was supplemented by teachers' provision of additional equipment to support children's interests and learning. Water was available on most warm and sunny days, often as requested by children. Paint, collage, writing and drawing materials were also available outside in the converted garage, known as the "art room", every day.

area was used flexibly to set up activities responsive to current interests, for example, a dolls' house or an office or an alternative family play area.

The indoor environment was divided into four main areas, plus the kitchen. While these were used flexibly, often to set up experiences responsive to children's interests, the four areas were usually an area for family, books, music and block play; an infant area with manipulatives, books, a small slide and other similar equipment; the arrival area where children's bags were kept (and off this the infant sleep room); and the dining area which was also used to set up manipulatives or a train set and the like. Children moved freely between these areas once all teachers were present for the day. Children's play was punctuated by routines such as mat time and meal times which children shared together as small or large groups. These provided opportunities for much informal conversation initiated by children about their activities and interests. Children could also request food and water throughout the day and frequently investigated what the centre cook was preparing in the kitchen.

1K had a strong philosophy and practice centred on warm and responsive

relationships with children and families. A focus for 2005 was to provide stronger links between their knowledge of children and their curriculum planning based on children's interests. Curriculum planning and evaluation meetings were held

fortnightly, but assessment of children was piecemeal and unsystematic and, despite good intentions, teachers had been finding their processes unsatisfactory. At the beginning of the study, curriculum documentation consisted of "baby diaries" for the under two year olds, with dated entries (approximately 2-3 each week for full-time attendees) often accompanied by photographs that encompassed a wide range of development and learning, and encouraged input from parents. For the over two year olds, individual assessment portfolios containing learning stories (the narrative assessment model designed to implement Te Whāriki by M. Carr, [2001a]),

curriculum artefacts and comments from parents were kept. For a few months during the study, each teacher took responsibility for the portfolios of up to seven children. However, this system did not improve the quantity or quality of assessment

documentation for a number of reasons, including those explicated later. In addition, a folder of planning and evaluation material for the under twos and wall displays of programme planning for the over twos were collated and stored.

Takapuna Kindergarten

Takapuna Kindergarten (TK) is a sessional public kindergarten, managed by the Auckland Kindergarten Association, drawing children from the local area. The government partially funds this service, with the balance met by parent donations and fundraising. Public kindergartens employ fully-qualified teachers and traditionally provide half-day (sessional) programmes for three and four-year-olds. The role of the teacher is seen as supporting or guiding children's learning in a richly-resourced environment. Kindergartens usually enjoy significant parent support and input. TK valued regular excursions as part of children's curriculum experiences and parent support was vital to these. Parent help during sessions was infrequent, partly because the kindergarten often had student teachers on practicum in attendance as extra adults, so teachers did not overtly request help.

TK employed three teachers for the 45 four-year-old children on the roll for the four- hour long Monday morning sessions I attended. The local community comprised largely upper-middle income earners. At the time of the research, the roll was made up largely of Pakeha/European children. The following ethnicities were also

represented: South African, Māori, Korean, Chinese, Japanese and Russian. The majority of children lived in two-parent families.

Similarly to 1K, a child-initiated, play-based curriculum was offered for the majority of the session time. An extensive outdoor play environment with a large sandpit, swings and climbing apparatus was available to children. This area was

supplemented by teachers' provision of additional equipment to support a focus on children's physical skill development. Paint, collage, drawing and carpentry were also available outside every day and water on most days. The indoor environment was also large, open-plan and well-equipped. Painting, collage, drawing and writing materials, dramatic and family play equipment, blocks, construction materials such as Mobilo, mathematics games, puzzles and books were all displayed at the children's level for them to choose from. Children selected their own resources and materials and used nearby tables and chairs as required. Crackers, fruit and water were

available throughout the session. Children accessed this as they wished, so that their interests and concentration were not interrupted. Whole group mat times occurred in the middle and at the end of each session, and were used to develop children's

understanding of kindergarten events and projects, and their speaking, listening and questioning skills. The philosophy, practice and pedagogical interactions were supportive of a focus on children's interests.

Curriculum planning and evaluation occurred on a weekly cycle. Three focus children for each teacher for each sessional group were identified, usually following alphabetical order on the kindergarten attendance roll. The teachers undertook observations of these children over the week of focus, using their current assessment portfolio (including learning stories, photographs and other artefacts, and brief notes from parents at the back of the portfolio) as background information on each child's progress and interests. At the next meeting, teachers presented information about these children to assess them in relation to dispositions linked to Te Whāriki. From this, individual goals and plans were developed. These were incorporated into a group plan that integrated Te Whāriki's strands and goals. Therefore, individual attention to each child occurred approximately three times during a year, but

documentation of ongoing learning also occurred throughout the year to inform this focused planning.

In addition, for the four-year-old children attending the morning session, self- assessment of their interests and abilities occurred through teacher-child dialogue. Individualised attention to these occurred through co-construction of a related step forward in experience and learning, known as "challenges" (see p. 168). Acting on these individual foci was a strong aspect of the curriculum. Alongside these

individual and group plans, but not always directly connected to either plan, a number of teacher-initiated projects took place during the year. These projects represented teacher interests (e.g., relocating the garden so that vegetables and herbs could be used in cooking) or annual events (e.g., children learning dances for the annual disco). Current planning information coupled with documentation of spontaneous and/or significant experiences was displayed on the walls and on a board where children and parents signed in each session. Documentation of the group plans and projects took the form of large planning folders that were regularly updated and on display in the reception area.

The participants

Children, teachers and parents participated in the study. Detail of the number in each centre is now described, along with an introduction to the teachers and full child participants.

The teachers

There were 10 teacher participants in the study. The three teachers at TK all

participated and the six teachers at 1K who were present on Fridays participated. The centre owner frequently filled a teaching role to support staff at busy times and attended the group inquiry sessions, therefore is also referred to as a teacher in the study.

Angela had completed her Diploma in Teaching (ECE) two years previously and had seven years of experience in early childhood education, most of this time at 1K. She identified her main interests as animals and walking for exercise, and got married during the course of the year. Barbara had a two-year family day care certificate, had completed secondary education to form six, nominating Biology, Art and English as specific subjects, had spent seven years in Playcentre with her own two children (but not gained Playcentre qualifications beyond introductory level), and had 10 years experience in privately-owned early education and care centres, the last seven of which were at 1K. Barbara's family occupied much of her leisure time and she identified walking, gardening and photography as personal interests.

Claire was a recent degree graduate who had undertaken her early childhood

qualifications straight from secondary school, completing a foundation course first. She had been teaching for one year at the beginning of the study, eight months at 1K. Claire's main interests were sports-related, such as snowboarding and kayaking. Claire left 1K to travel overseas just prior to the completion of fieldwork. Like Claire, Kylie had staircased through early childhood qualifications, but with three different providers, and had recently completed a degree. She had worked in the field for 10 years in various services, the last three-and-a-half at 1K. Her nominated interests were walking, gardening, socialising and te reo Māori (Māori language). Vicky had also staircased through some qualifications and was currently completing degree study. She had been involved in early childhood for 10 years, both in

Auckland and London, the last two at 1K. Her main interest in 2005 was organising her wedding, which occurred towards the end of the year.

Ruth had a degree in Education and Psychology and had amassed "points" of early childhood study, but not obtained a coherent qualification, which she regretted. (Licensing "points" were an intermediary step to licence centres in the 1990s that gradually increased supervisory qualification levels in NZ early childhood centres. Barbara's family day care certificate had also attracted licensing points at an earlier stage.) The parent of two primary school aged children, her main interests revolved around supporting them and their schooling, supplemented by interests in music and movies. Wendy held a Diploma in Teaching (ECE) earned 15 years previously, had secondary qualifications in a range of subjects and had studied some papers towards a degree. She had been teaching for 15 years in a range of services, including time in London as a nanny and nursery teacher. She had been at 1K for almost two years, but this included a period of six months' maternity leave. Her new first-born daughter was her main interest, for example, taking her to music classes and socialising with friends with babies.

TK had three qualified teachers. Christine had qualified with a Diploma in Teaching (ECE) straight from secondary school, and in the last 10 years completed a Diploma in Early Intervention and a Higher Diploma in Teaching. She had also completed some papers towards a degree. She had been teaching for 23 years in a range of services in NZ, UK and Europe, with the last five being head teacher at TK. She had a wide range of interests in the areas of being physically fit and active and both participating in and appreciating the Arts. Louise had completed a degree in early childhood teaching, and had secondary qualifications in a range of subjects, including Māori which she identified as an ongoing interest. She had been teaching for five years, with one thus far at TK. She was part of a large extended family, enjoying the commitments involved in this, and had a range of outdoors and fitness-related interests. Theresia had completed a degree in early childhood education as a mature student, having previously worked as a laboratory technician after achieving

secondary qualifications in science. Parenting three children, who were now adults, had led her into a second career in early childhood education. Her personal interests

involved family and community activities, alongside creative endeavours such as gardening and handcrafts.

The children and their families

All parents whose children attended on the day of my participant observation received information about the research. Getting to know parents, in order to approach them personally, and then obtain consent from children to participate proved slightly problematic due to my once-weekly attendance. The teachers in both settings

eventually acted as mediators for me and followed up with parents who had shown an interest either in the research or in my presence. Of the 45 children at TK, permission to approach 17 was obtained from parents. All 17 were then involved in the study,