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A case study: How is higher-order thinking in young children understood, supported and sustained by educators within three ECEC preschool settings?

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posted on 28.03.2022, 02:31 by Judith A. Skerritt
Despite educator support of children’s higher-level thinking being a stated requirement of the Early Years Learning Framework for Australia (EYLF) (DEEWR,2009), the document provides little accompanying information to guide practice.There is open acknowledgement of compromises and assumptions made when developing the EYLF, not least the view that educators would already possess key knowledge of concepts outlined or would have access to this information from more experienced colleagues (Sumsion et al., 2009). This study questions whether this presumption is justified in relation to higher-order thinking. It argues instead that more needs to be known about the specific understandings and practices of educators in relation to children’s thinking complexity, particularly given evidence pointing to concerning levels of instructional support linked to cognitively challenging experiences (Tayler & Thorpe, 2012; Tayler, Ishimine, Cloney,Cleveland & Thorpe, 2013; Tayler, 2014). A multi-case study was designed to investigate the higher-order thinking beliefs and practices of three educators from preschool services rated as ‘exceeding’ in Quality Area 1 of the National Quality Standard (ACECQA, 2013), the area where support for thinking complexity should be visible. Five visits to each educator occurred. Data collection involved video-recorded teaching interactions, audiotaped educator interviews, secondary document analysis (e.g. portfolios) and field notes. While higher-order thinking was frequently noted, it tended to serendipitously emerge as a by-product of educator attention to, and promotion of, child interest. Progressive planning and assessment of children’s cognitive understandings and thinking growth over time was not observed. With results confirming a close educator alignment with the EYLF, a refinement of this framework and/or aligned resources may be warranted in order to reposition a progression in child thinking as a core educator concern.

History

Alternative Title

How is higher-order thinking in young children understood, supported and sustained by educators?

Table of Contents

Chapter 1. Introduction -- Chapter 2. Literature review -- Chapter 3. Methodology -- Chapter 4. Findings -- Chapter 5. Discussion and conclusion -- References -- Appendices.

Notes

Running title: How is higher-order thinking in young children understood, supported and sustained by educators? Theoretical thesis. Bibliography: pages 84-92

Awarding Institution

Macquarie University

Degree Type

Thesis MRes

Degree

MRes, Macquarie University, Faculty of Human Sciences, Institute of Early Childhood

Department, Centre or School

Institute of Early Childhood

Year of Award

2016

Principal Supervisor

Sheila Degotardi

Rights

Copyright Judith A Skerritt 2016. Copyright disclaimer: http://mq.edu.au/library/copyright

Language

English

Extent

1 online resource (107 pages)

Former Identifiers

mq:69082 http://hdl.handle.net/1959.14/1250532