An exploration of how professional learning opportunities might support the development of adult-child interactions in the early years

Abstract

The development of young children’s language skills has been identified as important for future academic achievement and social development. It is suggested that language acquisition occurs in a rich social context and therefore high-quality adult-child interactions support the development of young children’s language. Whilst professional development is generally viewed as a common approach for bringing about change in the knowledge and practice of classroom practitioners, the impact of programmes can be variable. This thesis explores how engaging in professional learning opportunities might support practitioners to develop their interactions with young children to support talk. This thesis consists of four chapters. Chapter 1 is a Systematic Literature Review addressing the question: What is known about professional development programmes aiming to develop high quality adult-child interactions to support language development in the early years. Six peer-reviewed papers were identified, and their findings synthesised using a thematic synthesis approach. Two analytical themes were generated: Impact of the Professional Development Programme and Supporting Change. These themes suggested that professional development programmes can result in positive outcomes for participants, and there are a range of factors that might support the development of such outcomes. Chapter 2 provides an account of the methodological and ethical decisions that informed my empirical study in Chapter 3. My philosophical stance is considered including how this influences my understanding of the professional learning process. The rationale for utilising an action research approach is detailed. Chapter 3 reports an empirical study exploring how an educational psychologist and early years practitioners might work together to learn about language enhancing interaction strategies and apply them in context. An action research approach was used as a framework to support the learning process and to promote collaboration throughout. A range of professional learning activities were used to support the exploration of strategy use. Semi-structured interviews were transcribed and Thematic Analysis (Braun & Clarke 2006) was used to construct themes. Themes were discussed with co-inquirers to consider how they might influence future plans. Implications for this setting and educational psychologists are discussed. Chapter 4 provides a reflective account of the professional and personal learning acquired through process of completing this research. I consider my reflexivity and implications for my future practice as a qualified educational psychologist and researcher are discussed.