Weaving of Patchwork of Practice: the Development of Reflective Dispositions for Early Childhood Students

Hanson, Karen (2015) Weaving of Patchwork of Practice: the Development of Reflective Dispositions for Early Childhood Students. In: EECERA 25th Annual Conference. Innovation, Experimentation and Adventure inEarly Childhood, 7th - 10th September 2015, Barcelona, Spain. (Unpublished)

Abstract

To illustrate the factors that impact on the development of Early Childhood student's reflective dispositions. This relates explicitly to the empirical research of Hanson (2012). This is a practitioner based inquiry into how Early Childhood students can be supported in developing reflective dispositions. The students involved in this research were all Level 4 undergraduates. The study takes a Social Constructivist approach through pedagogical action research and was informed by a Reflective Methodology.The presentation is based upon principles of social constructivist and transformational theory and draws significantly on the work of Dewey, Friere, Schon, Mezirow, Vygotsky, Wenger and Brookfield. A range of qualitative research methods using thematic analysis of data from focus groups and questionnaires. Reflecting the student voice within the research ensuring that power relationships were managed effectively. The identification of four thematic elements to be considered when nurturing reflective dispositions and the development of related learning programmes.This has implications for earning and teaching in Higher Education and workforce development within the wider Children and Families Workforce.

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