Massey Documents by Type

Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294

Browse

Subject: search.filters.subject.New entrants (Education)

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    Investigating the home literacy environment and emergent literacy skills of children as they start school in New Zealand : a thesis in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Albany, New Zealand
    (Massey University, 2017) Van Tonder, Brittney Elizabeth
    Home literacy environment (HLE) has been consistently linked with children’s early literacy skills in international research, and is argued to be an important variable influencing the development of children’s emergent literacy. However, there is very limited New Zealand research investigating this relationship. Therefore, to address this gap in the literature, the present study sought to explore whether there is a relationship between HLE and children’s emergent literacy at school entry within the New Zealand context. Additional research aims involved exploring the impact of years spent in early childhood education (ECE) on emergent literacy, and exploring the role of parent education level on both HLE and children’s emergent literacy within the New Zealand context. The study used a correlational research design to explore these research aims. A total of 35 five-year old children and their parents participated in this study. Children were assessed using a range of emergent literacy assessments and HLE was measured through parental questionnaire. Results showed that there was some correlation between HLE and children’s emergent literacy. However the nature of these correlations differed depending on the component of HLE used in the analysis. Additionally, ECE attendance was not positively associated with any measure of children’s emergent literacy. Further, parent educational level showed little or no correlation with children’s emergent skills and HLE. Two particular implications associated with the present study include the importance of using a wide conceptualisation of HLE in research and the importance of considering proximal variables of influence, such as HLE, over distal variables of influence, such as socioeconomic status.
  • Thumbnail Image
    Item
    Stakeholder perspectives of play-based learning in the first year of primary school : a case study in Aotearoa New Zealand : a thesis presented in partial fulfillment of the requirements for the Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2017) Blucher, Mandie Elizabeth
    This qualitative research study explored key stakeholders’ perspectives of a play-based learning (Pb-L) approach in the first year of primary school. A case-study design was used to gather information about the perceived value, challenges, and characteristics of a Pb-L environment in an Auckland-based primary school. The children’s perspectives of the role of play were explored in six focus group interviews, while an online survey was used to collect parent or caregiver’s experiences of the current Pb-L approach. Lastly, two separate interviews were conducted with a classroom teacher and school leader to capture their experiences of implementing a play-based approach. The findings of the study indicated that children perceived self-initiated, hands-on exploration that was based on their interests, and social interaction with peers, as important in their play and learning activities. Overall, the parents, teacher, and school leader demonstrated a shared understanding of the value of a Pb-L approach, particularly in relation to the importance of child well-being and children’s social and emotional development. The study outlines the adults’ perspectives of the benefits and challenges of a play pedagogy and highlights the implications for schools/teaching practice, including potential opportunities for future research. It is proposed that a Pb-L pedagogy provides an approach to development and learning that embraces the natural playfulness with which children enter school to support meaningful early learning experiences that promote lifelong learning.
  • Thumbnail Image
    Item
    Becoming a school child : the role of peers in supporting new entrant transitions : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education (Early Years) at Massey University, Palmerston North, New Zealand
    (Massey University, 2013) Hayes, Joanne Maraea
    When children start school they are faced with the task of learning how to fit into the new environment and how to learn in new ways. The ease with which children transition to school is a factor in later academic and social success. It is therefore important that educators understand the ways successful transition experiences can be facilitated and supported. Literature describes the role of teachers in supporting transition experiences for children and the ways in which family can support children during this time. However, although research identifies a link between social skills, friendships and transition experiences, few studies have explored the role that peers play in helping new entrants learn what to do and how to learn at school. This qualitative research project aimed to address this gap and explored the role more experienced school children play in supporting the transition process for new entrants in the New Zealand context. The objectives were to identify: the ways in which more experienced peers support new entrants during their transition to school; the strategies new entrants use to learn from their peers; and the ways teachers can facilitate this learning process. A case study approach was used to examine the experiences of three children in three different schools during their early days at school. The use of classroom observations and interviews with teachers and case study children provided a range of data from different perspectives which were then thematically analysed to inform the findings. Findings presented describe the process of “intent participation” (Rogoff et al., 2003, p. 175) occurring as the new entrants moved from watching and listening to their peers to participating fully in classroom experiences. Their more experienced peers supported this process in a range of ways. Aspects of the classroom organisation and each teacher’s pedagogical practices which affected peer learning for the new entrants will be discussed and implications for educators will be explored. The findings highlight how specific contexts can influence the opportunities that arise for peer learning.