Quick Search:

Recognising the Significance of Early Years Practitioners as Creators of Knowledge

Darkes-Sutcliffe, Janice (2023) Recognising the Significance of Early Years Practitioners as Creators of Knowledge. Doctoral thesis, York St John University.

Text (Doctoral thesis)
Janice Darkes-Sutcliffe Recognising the Significance of Early Years Practitioners as Creators of Knowledge.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial.

| Preview


My inquiry revisits ideas of knowledge, exploring the essential components of a process which enables Early Years Practitioners to generate new knowledge about how to create and sustain rich learning for children through building their own learning and becoming knowledge creators within a learning community.

Based on my participatory worldview, which acknowledges the interconnectedness of individuals and the importance of democratic ways of working, the thesis integrates first,
second and third person strategies of inquiry. Engaging with others in a process of Collaborative Inquiry, practitioners were able to create and share their own theories of practice, becoming generators of change, making an experiential difference to children's well-being and learning.

The research is grounded in the experience of practitioners, who have unique insights into the children and families with whom they work, and particular understandings about what is
needed to meet the complexities of carrying out their roles effectively. This knowledge has traditionally not been listened to, and their voices have been silenced. By acknowledging their understanding in a collaborative context, practitioners were able to recognise the significance of their own inner knowing and began to value themselves, becoming confident to make changes to practice and build upon their learning.

I reflect upon and discuss the main elements of a process by which practitioners might sustain themselves and advocate for the children in their care. I show how undertaking practitioner-led inquiry presents a way for practitioners to become more critically aware, learning with and from each other to deepen understanding of their pedagogy, and become more confident to articulate and develop practice. Locating our experiences within a wider social and political
context, I offer a radical critique of notions of knowledge and neo-liberal influences on early childhood education, proposing an alternative perspective emerging from a democratic vision of participation and interconnectedness.

Item Type: Thesis (Doctoral)
Status: Published
Subjects: L Education > LB Theory and practice of education
School/Department: School of Education, Language and Psychology
URI: https://ray.yorksj.ac.uk/id/eprint/9915

University Staff: Request a correction | RaY Editors: Update this record