This thesis investigates how Early Years Teacher Trainees (EYTTs) support under-threes with early reading development within their daily provision. It also explores their experiences, views, perceptions and challenges of early reading. Many years, of research into the practice and pedagogy of early reading has led to copious contentious debates and reviews (Johnston and Watson, 2005; Rose Review, 2006; Wyse and Goswami, 2008; Goouch and Lambirth, 2011), resulting in an unnecessary and imperious policy investment in Systematic Synthetic Phonics (SSP) to teach reading in schools. This study suggests that this policy agenda not only influences EYTT’s views and beliefs about early reading, but also their practice with under-threes.
I would like to express my utmost appreciation and heartfelt thanks to my supervisor, Dr Rachael Levy, who has been my inspiration throughout the
EdD programme of study.
Thank you also to my EdD colleagues and my work colleagues.
A heartfelt thank you to all my family and friends for your support and encouragement. Special acknowledgements to my dad, my husband, my sister and my two sons, Tom and Jack, who sustained this passion for early reading.
This thesis is dedicated to my Grandson Tommy, and Lucy and Lily.
“I know I don’t read enough or even pick up a book in the baby room sometimes”: Early Years Teacher Trainees’ perceptions and beliefs about reading with under-threes 1
Abstract 2
Acknowledgements 3
Table of Contents 4
Abbreviations 6
Chapter 1 7
1.0. Setting the scene 7
1.1.Aims of the research study 11
1.2.Research focus 13
1.3.Experiences of early years teacher trainees: A rationale 15
1.4.Contribution to the field of study 20
1.5. Structure of the thesis 21
Chapter 2 23
23
Review of the literature 23
2.0. Introduction 23
2.1. Quality practice and provision 28
2.2. Beginning with literacy 34
2.3. What is early reading? 39
46
2.4. The controversy of early reading and phonics 46
Figure 2.1: ECEC policy documents relating to ‘phonics’ 50
2.5. Perceptions of ‘reading’ for under-threes 51
2.6. Literacy through playful interactions 57
2.7. Tuning into babies: the established links between language acquisition and early reading 61
2.8. Creating literacy environments for under-threes 63
2.8.1. Babies need books 68
2.9. Early Years Teacher Status 70
2.10. Summary 76
Chapter 3 79
Methodology 79
3.0. Introduction 79
3.1. Positionality 80
3.2. Research paradigm 81
3.3. Research design 84
Figure 3.1: Data collection 86
Figure 3.2: Research design 86
3.4. The participants 88
3.5. Main respondent ‘Pen Portraits’ 90
3.6. Ethical considerations 91
3.7. Methods 93
Figure 3.3: Sample survey questions 95
Figure 3.4: Sample interview questions 98
3.8. Data Analysis 100
3.8.1. Survey questionnaire (Appendix O) 102
Figure 3.5: Initial coding frame ‘Survey’ 103
Figure 3.6: Reviewing and defining themes 104
3.8.2. Practitioner interviews 104
Figure 3.7: Initial coding frame ‘Interviews’ 105
Figure 3.8: Overview of interview participants 106
3.8.3. Focus group workshops 107
Figure 3.9: Overview of focus group workshop participants 108
3.8.4. Zines 108
Figure 3.10: Overview of Zine participants 109
3.9. NVivo data; exploration of the themes 109
Figure 3.11: Overview of NVivo text word search query 110
3.10. Reliability, validity and credibility of the data analysis 111
3.11. Limitations of the research 113
3.12. Summary 114
Chapter 4 115
The complexities of early reading with under-threes: 115
Presenting the data 115
4.0. Introduction 115
4.1. Theme 1: Accessible early reading environment for babies 116
4.2. Theme 2: Defining and understanding early reading in practice 140
Figure 4.1: Photograph of one of the definitions crafted by the participants 146
Figure 4.2: Toddler alphabet Post-it wall 167
4.3. Theme 3: Perceptions of confidence in practice 172
4.4. Theme 4: Support for early reading 181
4.5. Summary 186
Chapter 5 188
The experiences and challenges of supporting under-threes with early reading: Discussion and analysis 188
5.0. Introduction 188
5.1. How do EYTTs support very young children with early reading? 189
5.1.1. Understanding early reading: “The children are very young and not ready to read” 190
5.1.2. “The books are in the cupboard or on the shelf and staff get them out at various times” 193
5.1.3. “Too busy to read” 195
5.1.4. “We do letters and sound activities” 197
5.2. What are Early Years Teacher Trainee’s views and beliefs about reading and how does this influence their practice with under-threes? 199
5.2.1. “It’s easier with toddlers and older children”: the notion of feedback 200
5.2.2. “I know I don’t read enough or even pick up a book in the baby room sometimes” 201
5.3. What are the experiences and challenges of EYTTs in supporting very young children with early reading? 203
5.4. What influences EYTT’s practice in the settings in encouraging children’s development in reading? 205
5.5. What are the implications of this for the training of EYTs? 206
5.6. Summary 208
Chapter 6 209
Conclusion and recommendations 209
6.0. Introduction 210
6.1. Methodology insights 211
6.2. Summary of the key findings 213
6.3. Suggested recommendations 216
Recommendation 1: Babies need access to books and print daily 217
Recommendation 2: Early reading is everything ‘everyday’ 217
Recommendation 3: No phonics for under-threes! 217
Recommendation 4: Definition of early reading for under-threes 218
Recommendation 5: Under-threes do not need to be ‘school-ready’ 218
Recommendation 6: Review digital literacies pedagogy and provision for under-threes 219
Recommendation 7: Conduct further research on early reading practices with under-threes 219
Recommendation 8: Review and enhance the EYTS training content 220
6.4. My contribution to the research field 221
6.5. Dissemination, impact and future plans 222
Thesis References 223
Appendix A: Ethical Application 252
Appendix B: Ethical Approval Letter 253
Appendix C: Participant Information Sheet 254
Appendix D: Survey Consent Form 260
Title of Research Project: 260
Supporting under-threes with early reading; the experiences and challenges of Early Years Teacher Trainees. 260
Appendix E: Survey Data Babies 261
Appendix F: Survey Data Toddlers 262
Appendix G: Survey Data 2-year-olds 263
Appendix H: Sample Focus Group Transcript 264
Appendix I: Sample Interview Transcript 271
Appendix J: Sample Zine Entries 272
Appendix K: SPSS Statistical ‘Participant’ Data 274
Appendix L: NVivo Text Query Results 277
Appendix M: Interview Questions 278
Appendix N: Final Coding Map 279
Appendix 0: Survey Questionnaire 280
Profile 280
Appendix P: Survey Responses (PDF and Screenshots) 282