'The ability to communicate is an essential life skill for all children and young people in the twenty-first century.' p.16
Another study which supports this view is the ICAN (2006) report, where it was advised that the basic skills associated and related to speech are the building blocks for literacy acquisition, and also forms the building block for late numeracy and literacy learning.
It was also suggested that without the adequate skills in the aspects associated with speaking and listening, children face low self-esteem as they struggle to attain qualifications further on in their educational life.
Although some time ago dating back to (1981), Tough, J highlights that children before speech will 'represent experiences’ through the use of ‘signs' and 'play'. This is a clear link to the concept of role play, and how children imitate, rein act and copy phrases and words used by others around them. According to Godwin, D. and Perkins, M (2002) this use of experimental language should be 'extended' and 'developed' through role play, and 'real experience'. For this to happen, teachers need to be aware of concepts and topics which will allow this play to take place, and to begin the 'process' of 'play'.
Within their research, Goswami, U. and Bryant, P. (2007) discuss the importance play has had in helping in children's development with speaking and listening skills. It is evident from this article that the verbal transactions that take place between children or groups of children help them to understand the rules of conversation, such as turn taking questioning and relevant language. However, when teachers set out to allow children self initiated play, deriving from their interests, it can be suggested that often teachers often believe they are putting free flow play as their first priority, but in actual fact, there are a higher majority of teacher-lead activities. (Bennett, N. et al, 1997). It can therefore be highlighted that more needs to be done in implementing free flow play within the early years classroom, ensuring it derives from child interests.
Aldridge, M (2003) explores the concept of role play helping all children to achieve the Early Learning Goals. This is particularly applies to children working within the early years, and puts a great deal of importance upon the child becoming the centre of his or her own learning. This development of role play underpinning and becoming the scaffolding of all learning can be seen to be supported by the thinking and ideas of Bruce (2002) who explores the concept of '12 features of play'. Aldridge highlights through her studies the ways in which role play can impact on all areas of learning, and so, with focus on speaking and listening, links ideas and Early Learning Goals directly to the Early Years Foundation Stage (EYFS). An example of this would be a direct link to the communication language and literacy area; 'Sustain attentive listening, responding to what they have heard with relevant comments, questions or actions'. This therefore supports the concept of children grasping speaking and listening concepts through role play and talk amongst their peers.
According to Edwards, S. (1999) play helps children to appreciate the importance of social interactions and the language to be used in each situation. It is also discussed that children who are not developmentally talking in everyday situations, are able to use play to develop language flexibility. Bearne and Elding (1996) suggest that children are 'gaining experience as a speaker listener' thorough the mode of play, as we must not give the impression that 'small group talk is easy for the participants.' (Grugeon et al. 1998) Through the expression of these concepts, both authors are expressing complimentary opinions of one another, and contributing to the ideas explored by Edwards, and both come some way in meeting the needs of children within the foundation stage in terms of reaching the Early Learning Goals set out in the EYFS.
The idea of teachers using everyday activities to observe children in the area of speaking and listening (Browne, 1996) is something that many teachers intend to do within the classroom, however, the number of children completing adult lead activities within the classroom is higher than many teachers assume (Goswami, U., Bryant, P. 2007) higher levels of understanding and competency then children achieve in everyday situations and through interactions with peers. Maybin, J. et al in Norman, K. (1992) explore the concept that children are in fact assessed through 'conversations with a parent of care-giver' rather than that of role play, suggesting that this is an accurate form of assessment as children are in their 'natural environment' and at ease with the situation and context of situation. It can be argued that for assessment of children should be consistent and at a level of the child, rather than the adult, meaning that through peer discussions children are assessed at the appropriate level.
There has been much research and documentation formed on the area of child lead conversations alongside teachers and adults, allowing children to explore explicit interests and topical talk. This can be seen to be an essential tool in the assessment of children's in the early years. (Maclure, M. in Norman, K. 1992) Through children being able to explore and develop talk in this way, it can be suggested that activities and play should always be initiated firstly from the child.
Conclusion
The findings presented lead to the summary, that although much research has been carried out in the field of talk in play, through the various studies and theories seen above, there is the area of adult to child initiations that are not clear. The question does not yet seem to have been asked querying the role of the adult, within the talk, questioning, and play. How do practitioners value talk within play, and how do they seek to ensure their provision is adequate in enabling talk in the childrens’ environment? Rose, (2006) highlights the importance for supported talk within the learning environment, to further the development of personal, social and emotional development. This too, is argued by Moyles (2005) who looks to establish that it is the ‘successful’ children who need the free flow play, and the ‘immature’ children who require the adult supported play. The research project is therefore going to look into how adults interact with children in play, and their opinions as to why they believe that they see particular patterns in childrens’ play interactions. This will be done across the five key forms of play to give a conclusive, rounded perspective.
Methodology
Introduction
This section will look to explore the methods used in order to carry out the research. The methodology looks to explore why each particular method was effective in meeting the aims of my study, and any limitations they had. The methodology will also look to explore the validity and reliability of each research method; ensuring that the data remains unbiased, subsequently being authentic and trustworthy. This section will also look to discuss and determine all ethical considerations which are of upmost importance when carrying out research involving the study of children and their learning. This is so, to ensure the confidentiality and protection of all participants involved.
Through research, which Davies, (2006:17) suggests as being the testing of a stated idea or question, we are able to ‘observe effects in real contexts’ (Cohen et al, 2000:181). The identified methods selected to carry out research have fundamental influence on the final result of the study, and so, methods chosen will be effective and relevant to the study, in order to gain sufficient data to answer the research question.
Context of Study
The research has been carried out as a small scale study, focusing on one two-form entry Reception unit within an inner city Primary School. This school is a local authority school, with children aged 3-11 years on roll. Total number on roll is 266, which is looking to be expanded in the next school year, upon the opening of a new foundation unit. The school has a high proportion of children from minority ethnic groups, with 28 languages in total.
Within the school, the numbers of children entering and leaving during the school year are higher than average. When talking to staff this is said to be due to large amounts of children joining the school as a second or third choice, and leaving to go to their first choice school once a place becomes available.
Within the Reception classes, there are two class teachers. The first of the two teachers has been working in the reception unit since the beginning of the academic year, having previously worked in KS2. The second of the two teachers, has previously worked in the nursery unit within the school, and also moved to the reception unit this academic year. The two teachers work alongside two teaching assistants, to support the learning for a total of 50 children. To inform research, questionnaires were completed by the staff within the setting, as well as the foundation stage leader. Observations of children were then carried out to in order to collate evidence and resolve any misconceptions from questionnaires.
There are two types of possible data which can be collected, qualitative data and quantitative data. (Goodwin and Goodwin 1996). Quantitative data looks at statistical information, consisting of figures. Qualitative data is more opinion based, using the words to justify opinion and reasoning. Methods of research and data collection in this field rely on questionnaires and narrative observations, with a focus on the environment, and holistic approaches to events (Rudestam and Newton, 2001). The study however, was designed to incorporate questions within the questionnaires that will lend themselves to quantitative data, and form simple bar charts to best represent data. This allows for a greater meaning and understanding of the topic research being carried out to be achieved. To each question in the questionnaire, there was room allowed, for justifications and reasoning to be given.
-Data Collection
The data collected has been done so in a way which allowed for triangulation, meaning that more than one method has been used to collect the data, informing the research to be reliable. This was done through both primary and secondary research.. Takona, (2002) suggests that triangulation is the combining of ‘one or more research method’ within just one research study.
The following sections describe in detail how each form of research was carried out, in order to gather data. Limitations and problems encountered are discussed within the conclusions chapter of this research study.
-Questionnaires
The first method of data collection used was that of questionnaires. (See appendix C) The questionnaires were given to staff members within the Reception unit, as well as the Foundation Stage leader within the school. This was done in order to establish the opinions and views, (with space for reasoning) of each member of staff, and to establish the way in which their setting functioned. They provided data deemed quantitative and qualitative.
Questionnaires are said to
‘offer a standardised method of data collection when the main purpose is to collect a considerable amount of data from a wide ranging population and make generalisations from the findings’ (Basit, 2010 p78)
Within the questionnaire I designed questions to allow a range of responses and reasoning for these responses. I was able to design the questionnaire in a way to keep the participants interested and enthusiastic when answering the questions. The closed questioning allowed for quantitative data to be collected, meaning that the qualitative data was collected through the closed questions, and comments sections.
It was essential to allow the participant to understand that they were able to withdraw from the study at any time, and that they had the right not to answer any of the questions posed to them throughout the questionnaires. Cooper and Schindler (2001) express that on occasion, it is often hard for personal opinions to be expressed. For this reason, a covering letter was written to all participants, with the option to withdraw at any time. The questionnaire was also anonymous allowing opinions to be expressed freely without any reason for repercussions in the future.
-Observations
‘Observations are one of the most frequently used forms of first hand evidence collection that early childhood researchers make.’ (Rolfe, 2001)
This suggestion by Rolfe, intimates that through being the most frequently used, observations hold a strong level of security and reliability when carrying out a research project into ‘early childhoods’.
The five observations (see appendix E) carried out were done at a time when children were in free flow play, meaning that activities were self initiated and lead from their own interests, and could choose the areas they were playing in. To ensure reliability and validity of the observations, a non participant role was taken on, meaning that children could interact within ‘normal activity of the environment to proceed without any interruption.’ (Salkind: 2006)
It can also be justified that non participant observations were used so that the researcher could be observing the children, meaning that their actions would not affect the way in which children interacted with their environment. This is an important aspect of the study to ensure validity and reliability of the observations being carried out.
According to Simpson and Tuson (2003);
‘narrative systems are used to obtain detailed descriptions of interactions or events without starting from specific categories…The categories of interest in these records are derived from analysis of the data after observations’ (p48)
Once the narrative observations were complete, the content was analysed, enabling the researcher to distinguish common themes, meaning that qualitative results could be quantified, in order to from graphs and charts, in which enables research to be interpreted with ease.
Observations helped the researcher to gain knowledge of the whole setting structure, daily routine, and the way in which children accessed play within the school day. It helped to discover the naturalistic and actual interactions between both the children and adults of the setting, within each type of play.
Ethical Considerations
Throughout research it is vital that ethical considerations are made, and taken into account at all times. In accordance to this, research should be ethically sufficient to ensure safely of all involved in the study. This is of particular importance when research involves children as we as researchers must have given the subjects due consideration prior to the research (Coady, 2001 p68).
Before research was conducted, ethical approval was gained through a dissertation tutor and the University of Northampton. (See Appendix A).
It is important to adhere to the British Educational Research Association (BERA) guidelines (2004), as it is the principles set out by them which ensure safety and protection all involved in research studies. Due to the research being carried out, being based on both adults and children, covering letters were sent out to both parties, stating the nature and use of the research, and allowing the choice of participation. (See Appendix B- to practitioners and D- to parents of children) The researcher was therefore complying with the guidelines set out by BERA when carrying out the research.
Data Findings
Introduction
This chapter looks to present the qualitative and quantitative data collected through questionnaires and observations carried out during the research study. There was a 100% return rate of questionnaires. A blank version of these can be found in appendix D.
The data has been presented in two different formats, questionnaires through bar graphs, and observations, through pie charts. This has been done in order to best present the data, and show relevant information that an be interpreted easily.
Questionnaires
The following graphs represent the data gathered through questionnaires to practitioners within the research setting. There was room for comments to each question given, allowing practitioners’ room for elaboration and explanation. These comments have been put into a table below each relevant graph in accordance to the answer given. When looking to categorise and give meaning to the comments, each unit of meaning (per question) has been totalled and put into a table (see appendix G).
Narrative Observations
The following pie charts represent data gathered through narrative observations carried out on each of the areas of play explored. The pie charts highlight the amounts of talk from both children and adults, within each observation, and highlight the role of children within their own learning through play.
The colours green and yellow refer directly to the key seen in Appendix F (narrative observations) and can therefore be cross referenced where necessary.
Figure 1: Results from Question 1 of Practitioner Questionnaire.
Figure 2: Results from Question 2 of Practitioner Questionnaire.
The above (figures 1 and 2) demonstrate the beliefs of practitioners, in that they believe role-play, and outdoor play, most encourage development of speaking and listening skills, whilst solitary play is believed encourage the least in development of speaking and listening. When looking at the thematic units of meaning, (Appendix G) it is clear that overall, practitioners believe role play and free flow play to be of most benefit.
Figure 2 also shows that practitioners believe speaking and listening to be the most important talk skills in which children need to develop. All practitioners agreed on this choice when asked to choose the talk skills they deemed to be of most importance. There are only two units of meaning within the comments section, both of which refer to different areas. (see appendix G)
Role Play
Figure 3a: Results from Question 3a of Practitioner Questionnaire.
Figure 3b: Results from Question 3b of Practitioner Questionnaire.
Figure 3c: Percentages of talk in Role-play.
The data presented in figure 3a appears to show that practitioners in the setting believe that particular children use the role play area more than others, with all choosing the ‘yes’ option. Units of meaning suggest it is often same sex/same language groups that can be found in the role play area at the same time.
Figure 3b again shows that the practitioners all believe that particular children are more likely to access the role play area. When looking for reasoning and clarification as to why this may be, there are two clear trends seen, that of it being self initiated play, and the second opinion of it being down to childrens’ real life experiences. The other two units of meaning are singular.
Findings from the observation within role-play (figure 3c), show that there were the exact same number of adult and child interactions, and speaking as were found in observation 3, which looked at interactions in the outdoor play environment.
Solitary Play
Figure 4a: Results from Question 4a of Practitioner Questionnaire.
Figure 4b: Question 4b of questionnaire.
Figure 4c: Percentages of talk in solitary play
Results from figure 4a show again the coherence in thinking within the research setting, with all practitioners choosing to state that they believe more children to take part in solitary play more than others. When looking for explanation, comments suggest that this is down to the opinion that children with EAL/SEN choose to play alone. There are only two other units of meaning which do not support this.
It is suggested in the above findings (figure 4b) by practitioners, that they believe only confident children, or children with the same language to talk to other children when playing alone. This is however not supported wholly in the graph, where there is a clear divide of opinion.
The percentage of adult to child talk in solitary play does not differ greatly from that of outdoor play, seen in Figure 4c (observation 3). The adult observed was working with another small group of children at a structured play activity at the time of observation.
Structured Play
Figure 5a: Results from Question 5a of Practitioner Questionnaire.
Figure 5b: Results from Question 5b of Practitioner Questionnaire.
Figure 5c: Percentages of talk in structured play.
Figure 5a shows a clear divide in opinion as to whether some children play in solitary play more than others, however the majority chose to state ‘no’. When looking for explanation there were more given to the answer of ‘yes’, with two clear units of meaning, one being high attaining children requiring adult direction and the second being the children with lower PSED levels.
The above graph (figure 5b) shows another divide, but leans the same way as that of figure 5a, where there was more choice to the answer of ‘no’. The units of meaning do not offer any explanation as for three comments, there are three different opinions.
Figure 5c clearly demonstrates that within structured play, children’s talk is over double that of adult talk. On this observation there was one adult to three children at the activity.
Free-flow Play
Figure 6a: Results from Question 6a of Practitioner Questionnaire.
Figure 6b: Results from Question 6b of Practitioner Questionnaire.
Figure 6c: Percentages of talk in free flow play.
The graph above (figure 6a) shows a difference in opinion but lends itself to the opinion that practitioners do not see some children in free flow play more than others. When looking to the units of meaning for reasons, it is a clear opinion that ‘all children’ are able to, and take up to offer of free flow play in the school day.
The results for question 6b (figure 6b) show that adults do believe some children to talk to others during free flow play more than other children. When looking for meaning, it can be clearly seen that the most common themes are that of children having similar interests, and that children choose to play with their friends.
Throughout observation two, two children were observed within free flow play, where there was one adult in the room. Figure 6c shows that of total talk, a quarter was made up from the adult.
Outdoor Play
Figure 7a: Results from Question 1 of Practitioner Questionnaire.
Figure7b: Results from Question 1 of Practitioner Questionnaire.
Figure 7c: Percentages of talk in adult play.
The results in figure 7a clearly show that practitioners see the same children accessing the outdoor area more frequently than others. When looking at explanations and reasoning, practitioners suggest that this is more often than not, boys.
Figure 7b shows a weighted argument, that practitioners believe there to be a good mix of conversations and talk within outdoor play. Within the units of meaning there are several suggestions as to reasons for this, with not all practitioners choosing to comment.
Figure 7c shows a very small amount of talk talking place, in relation to the talk of the 4 children being observed. There were other children in the outdoor area at the time of the observation.
DATA ANALYSIS
Introduction
This chapter looks to critically analyse and discuss the research findings, in relation to the existing literature and research discussed within the literature review. The literature review helped to establish a clear area of research, raising questions surrounding the role of adults and how their interactions support children in play. There will firstly be a small section, reviewing the data from the research relating to practitioner opinions and conceptions of ‘talk skills’ and how they conceive play to promote these. The data analysis has then been organised to look at data through each type of play, looking to analyse and interpret both forms of research (questionnaires and observations), alongside that of relevant literature, to answer the question of how adults interact with children in play, and their opinions as to why they believe that they see particular patterns in childrens’ play interactions.
Talk skills
Figure 1 presents the data from question 1 within the questionnaire, where practitioners were given the opportunity to choose as many play types as they deemed to be appropriate for encouraging talk. The data presented, suggests that all recipients believe role play and outdoor play to be the best for encouraging development of speaking and listening skills, with free flow play being just one vote behind, with four adults choosing to select it. The data appears to therefore follow similar train of thoughts as that of Bearne and Elding (1996) who support the theory that ‘through the mode of role-play’, children gain experience as a speaker listener.’ Suggesting that role-play is therefore a known form of play in which to develop and encourage the development of speaking and listening skills within children.
The thematic tally of comments for this question, also follow the trend of Bearne and Elding (1996), with added thoughts of outdoor play.
Role Play
When looking at the data findings in relation to role-play, there is a distinct pattern of how the practitioners perceive children to interact. Figures 3a and 3b clearly show that within the setting there are children who will participate in this form of play more frequently than others, with practitioners also agreeing that particular children will instigate interactions more than others. A majority of three practitioners also believe that the role-play area is accessed by mostly ‘girls’. However, with only seventeen percent of talk coming from the adult (figure 3c) the question must be raised about the practitioners, and why there is no programme implemented to encourage all children to access the role-play area.
Goswami, U. and Bryant, P. (2007) discuss the need for role play to enable children to ‘understand the rules of conversation’, with aspects such as turn taking and using relevant language within interactions.
Solitary Play
When looking at the results reflected in the data presentation in relation to the graphs and pie charts (Fig. 4a-4c) it appears that practitioners believe children to take part in solitary play more than others, but when looking at the results for part b of the question, where practitioners were asked whether some children talk and question more than others, practitioners disagree, with a clear split in opinion. Units of meaning, relating to this question there appears to be a distinct lack of reasoning as to the practitioners who don’t believe there are children who will talk more than others. Those that do give reasoning as to why they believe that there are children who participate in talk more comment on in being ’confident children’ who are of ‘same language. Lambert (2003), comments that it is the child’s choice when playing alone, and it is they choose to play ‘within speaking distance and makes no effort to get close to other children.’p.78. However, when looking to gauge an idea of adult participation within this form of play, it can be noted that there was a total of just thirteen percent of adult talk, compared to that of 87% child talk. This represents the exact same amount of adult and child interactions as that found in role-play. (fig. 3c)
Structured Play
There is equal balance represented in Fig. 5a and 5b, when looking into practitioners’ beliefs of structured play, and child interactions. However, the data shows that the majority of practitioners believe structured play to involve a mix of children. The units of meaning represented in appendix G again show that there is not a balanced argument, with practitioners who answered ‘yes’ offering several units of meaning, such as ‘high attaining children’, ‘children with low self esteem’ and the majority who answered ‘no’ offering no meaning as to why they believe this. The only reasoning given to practitioners who believed a good mix of children were accessing structured play was that it is a ‘setting requirement’ for children to complete some adult lead structured tasks. When looking to research found within the literature review, to offer meaning to the results, Moyles, (1989) makes explicit reference to that of ‘immature’ children, stating that often, it is these children who are ‘prime candidates’ for the planned, thought out, adult lead activities, as their ‘basic conceptual understandings’ can be raised and ‘achieved’. This therefore fits in line with the research data gathered.
Free Flow Play
Bennett, N. et al, (1997) state that they believe teachers often believe they are putting free flow play as their first priority, but in actual fact, there are a higher majority of teacher-lead activities. Within the data gathered, figure 6c show that there are higher proportion of adult talking and interaction than in that of any other observation carried out within the research. Therefore implying that children are receiving increased amounts of direction and implementation from practitioners, when in free-flow play.
When looking to analyse the results from questions 6a and 6b of the questionnaire (a blank copy can be found at appendix D) The data collected shows that practitioners believe increased amounts of children take part in free flow, but less children choose to talk to other children in their play. Moyles (2005) believes that it is the ‘successful’ children who require the role-play, to ensure their continuing want and need for learning. This therefore offers some justification as to why certain children are believed not to become involved in free flow play as readily as others; they are instead at structured play activities, building upon their ‘basic conceptual understandings.’
Outdoor Play
When looking to clarify the findings relating to outdoor play, it can be suggested through reading by Thomas and Harding (2011) that it is outdoor play which encourage the ‘physical, emotional, cognitive, and spiritual growth’ rather than those skills involved in development of speaking and listening. However, when asked, practitioners believed that the majority of children playing outside were ‘boys’, and when asked about child interactions, most believed that children did not interact/implement talk with other children. Reasons given for this did not clarify the answers given, as participants chose not to comment when answering ‘no’ on this question.
When looking to adult interactions within outdoor play, there was the exact same amount (in percent) as that seen in role play, being seventeen percent. This however, was not the highest seen overall.
Summary
Overall, research conducted within this study shows that there is most talk from a child in solitary play. However, when looking at the supporting transcript of the observation (see appendix F, observation 4) the talk was all from one child, who was talking to whilst taking on the role of animals within his play. He was not therefore talking to others within his interactions. Subsequently, when looking to find the type of play with the most child talk and interactions taking place, it would fall to outdoor and role play, where there was equal amounts of eighty-three percent child talk within the observation. This contradicts the ideas expressed within the literature review, where Thomas and Harding (2011) where they believe outdoor play to be the body for ‘physical, emotional, cognitive, and spiritual growth.’, rather than the growth or talk skills associated with speaking and listening.
When looking to establish the play in which adults interact most with the children through talk and questioning, the observations show that structured play is the clear leader with adults holding thirty one percent of the conversation. This is surely to be expected however, as previously, Edwards (2011) discusses the ideas of ‘formality’ and ‘structured learning’ which it is evident that adults lead.
CONCLUSIONS
Within the confines of such a small study, any judgements and conclusions drawn can only be tentative. I will, in this chapter look to discuss my research findings, in light of previous literature which can be found within the Literature Review. Alongside this, will be the lessons that can be taken from this research into my professional role as a teacher, and also, for others working in similar contexts. Limitations and improvements to the study will be taken ob board and finally, I will look to address how this research may further be developed into a future project, alongside addressing any unanswered questions.
Data presented appears to show, that in forms of play, in which practitioners believe there to be most ‘talk’ and ‘interaction’, such as role play and outdoor play (see figure 3a) there is in fact least interactions taking place between the adults and children. This, although only taking on the opinions of five practitioners, shows there to be areas of misconception within professional practice.
Therefore, when working with, and as a specialist for the early years, I will endeavour to ensure all adults within the setting are aware of the reality of children in play, and how we as professionals should do our best to ensure children are given the skills to build upon their ability to communicate, as it is an essential life skill for all children in the twenty-first century. (Bercow Report, 2008)
It would therefore be necessary, in future practice to audit a wider range of practitioners in order to establish a clear understanding of any misunderstandings. These could then be ironed out through evidential observations.
The second major piece of research presented would be that of solitary play in fact being the play in which most children initiated talk took place. Practitioners assumed that due to it being ‘lone’ play, children would not talk. This was proven wrong in the observation (figure 4c) which represents data of talk, showing that the adult provided just thirteen percent of talk, whilst the child talk counted for eighty-seven percent of the total amount.
When looking forward to future practice, children should perhaps be encouraged to play alone, with the appropriate resources and ‘tools’ to aid their leaning and ‘development’ of ‘talk’ Rose (2008)
When highlighting limitations and weaknesses in the research there are some, which require addressing in order to be able to move the study on, and further develop implications for future practice.
The choice to use the observations to inform amount of ‘talk’ from two separate parties worked to a certain extent, but if carried out again, a simpler method of tallying interactions, or timing the time each party spent talking would have carried heavier significance in ‘real data’. This inefficiency could have been solved through doing a pilot study, something which is to check you are working ‘along the right lines’ and ‘approaches and proposed research methods’ are appropriate for the data needed. (Roberts-Holmes, 2005)
A major limitation in my study was one of time. Due to restraints on school opening times and time taken to receive questionnaires back, observations carried out, has to be done so in one day, meaning that, if the setting was not functioning in a ‘usual’ manner, I as the researcher would not necessarily have been aware, Roberts-Holmes (2001) the data, and observations collected, are not a true representation of the setting, and events that take place during play.
The final limitation experienced, to be discussed would be that of the teaching staff within the setting, simply on the basis that they had two very different back grounds, and offered what can only be conceived as very different opinions when asked closed questions. This limited my study in the sense that, there was, to some questions, a lack of balance when comparing thematic meanings.
Overall, results achieved have been positive in informing my study of current practice in the foundation stage, and mean that when working as a teacher, I will be able to address the issue of interactions between adults and children within play, in order to ensure children receive the best start to their formative years of education.
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