ORCID
- Sasha Tregenza: 0009-0001-2726-540X
Abstract
This thesis creatively explores the multi-dimensionality of pre-school children's lived experience in shaping expressions and perceptions of learning within Early Childhood Education and Care (ECEC). Concepts of ECEC practice within England continue to be shaped by the lasting legacies of those regarded as early years ‘pioneers’, alongside theories of child development and an ever-increasing influence of governmental legislation and policy. Pioneers and policy combined, has led to growing emphasis upon school readiness and performativity culture, resulting in repeated and often unchallenged pedagogy within ECEC. This qualitative study draws upon aspects of facet methodology as a research orientation, to disrupt existing ECEC routines and approaches. The children’s views of learning are illuminated to demonstrate how the many voices of children are significant, in establishing an additional angle to concepts of early learning. Cultural historical activity theory (CHAT) is used as a framework, to consider how well-established traditions, values and norms embedded within education may influence children’s views. The facets of insight gained highlight how the children’s expressions of learning appear to trouble carpet time, tidy-up time and the potential dis-enabling role of the educator. Alternatively, perceptions of learning cast light into the children’s recognition of the educator as a symbol of learning and the expectations placed upon the children to participate in line with adult informed learning requirements. The findings from this study suggest that the children overlook or remain unaware of the value and agency they bring to their own learning experiences. This indicates a need for educators to deviate away from the legacies left by pioneers and adult informed agendas, to support children in realising their capabilities and to value the potential children have towards shaping ECEC practices. The methodological approaches required to co-construct knowledge of learning from the children’s perspectives are also examined. I challenge whether the methodological and theoretical frameworks used within this thesis, provide an accurate representation of the many voices of children, questioning my researcher positionality and the existing power dynamics at play. This research concludes that co-constructed and fluid representations of children’s voices from one moment in time, can be illuminated through pairing facet methodology with CHAT.
Document Type
Thesis
Publication Date
2025
Embargo Period
2025-02-24
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Tregenza, S. (2025) ‘It’s just so much work for our little hands’: Exploring the multi-dimensionality of pre-school children’s lived experience in shaping expressions and perceptions of learning.. Thesis. University of Plymouth. Retrieved from https://pearl.plymouth.ac.uk/sc-theses/77
