|Appears in Collections:||School of Education Journal Articles|
|Peer Review Status:||Refereed|
|Title:||What makes All-day Provision Satisfactory for Three and Four Year Olds|
|Keywords:||All-day preschool provision|
children's experiences and perspectives
|Publisher:||Taylor & Francis|
|Citation:||Stephen C (2003) What makes All-day Provision Satisfactory for Three and Four Year Olds, Early Child Development and Care, 173 (6), pp. 577-588.|
|Abstract:||This paper reports on the findings of an investigation of the experiences of 3- and 4-year olds who had all-day provision, either in one pre-school education and care setting or from a combination of providers. Here the data gathered about the children’s experience and perspectives is reported. The evidence from the children suggests that if all-day provision is to give them satisfaction then activities that match their individual preferences are essential. The tension between allowing children to make their own choices and pressures to ensure a ‘balanced curriculum’ is identified. Behavioural indicators and the children’s responses suggested that all-day provision was a predominantly positive experience in all settings. Adults were important to children but their need for adult attention fluctuated during the day. The social context and peer culture that children could create among themselves made a significant contribution to satisfaction with all-day provision but this required a supportive environment to f|
|Rights:||Published in Early Child Development and Care by Taylor & Francis.|
|Affiliation:||Initial Teacher Education|
|all-day paper 2002.doc||87.5 kB||Microsoft Word||View/Open|
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