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Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Taking active learning into the primary school: a matter of new practices?
Author(s): Stephen, Christine
Ellis, Jennifer
Martlew, Joan
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Keywords: active learning
primary school
classroom practices
teacher actions
implementing policy
Active learning
Learning, Psychology of
Activity programs in eduction
Education, Primary
Issue Date: Dec-2010
Date Deposited: 16-Mar-2011
Citation: Stephen C, Ellis J & Martlew J (2010) Taking active learning into the primary school: a matter of new practices?. International Journal of Early Years Education, 18 (4), pp. 315-329.
Abstract: This paper examines the extension of active learning pedagogical practices familiar in preschool settings to the first class of primary school. Policy and practice guidance in the UK is advocating the benefits of experiential learning as a way of engaging young children as they move into primary school but for teachers this means a move to new practices which can be in tension with other expectations. In this paper the rationale for active learning is considered along with an account of the classroom activities of teachers and children in five primary settings implementing the policy shift to active learning. The children in these classes spent varying amounts of time in whole class activities led by the teacher or in small groups directed to engage with specific activities. They had opportunities to engage and respond verbally, through manipulating objects and with physical actions but the emphasis was on planned, teacher-directed learning activities. The characteristics of active learning as introduced in these innovative classes are compared with the expectations of practice guidance and theorising about early learning.
DOI Link: 10.1080/09669760.2010.531916
Rights: Author Posting. (c) Taylor & Francis, 2010. This is the author's version of the work. It is posted here by permission of Taylor & Francis for personal use, not for redistribution. The definitive version was published in International Journal of Early Years Education, Volume 18 Issue 4, December 2010. doi:10.1080/09669760.2010.531916 (

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