As part of the action research cycle I have taken part in a process of discovery within my setting. Initially I set out to discover stakeholder’s perceptions of formalised learning in the early years, to support me in rewriting a school readiness policy. However, the research has identified the need for pedagogic cohesion within our setting as the data has revealed that families and practitioners have conflicting ideas.
The research has identified an imbalance within our school culture. Prosser (1999) suggests that school culture is influenced by political agendas and new trends in educational theory additionally the values, and beliefs of stakeholders guide the ethos within a setting. In this instance the school culture is being guided
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Whilst I recognise that parent partnerships are paramount to children’s learning, in this instance differences of opinions are impacting negatively on provision. Practitioners are feeling pressured to implement academics whilst families feel that literacy and numeracy skills are paramount to the child’s future learning and are frequently requesting for these activities to take precedence over play. Studies indicate that parents’ views of school readiness are determined by their education, socioeconomic, racial, and cultural backgrounds (Diamond, Reagan, and Bandyk, 2000; Eisenhart and Graue, 1990). My setting is an independent school in an affluent area of central London. Children attending the setting sit entrance exams, therefore influencing families’ decisions about the types of activities they think their child should be participating in. Furthermore as it is a fee paying school parents like to see value for money, as suggested by Parent 3 (Archive 7) whom stated that ‘Play was not going to get them into’ the necessary school and that was why they were ‘paying big money’ for early years provision. Consideration into the socio economic impact within my setting is an area for future