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Understanding how practitioners in Wales assess well-being in the early years curriculum.
- Source :
- Education 3-13; Jun2023, Vol. 51 Issue 5, p780-792, 13p
- Publication Year :
- 2023
-
Abstract
- Child well-being is regarded as an important part of early childhood education but little is known about the meaning of well-being and how it is operationalised in a curriculum context. The paper examines how practitioners in Wales assess the well-being of 3- to 7-year-olds. The case study involves two schools and the paper discusses findings from six focus groups and fourteen interviews. Practitioners are uncertain about how to assess child well-being and therefore draw upon what they do in other subject areas and use criterion-referenced assessment. Practitioners also report various difficulties in assessing well-being which suggests that placing well-being in curriculum policy is problematic. Findings indicate that well-being is understood as an abstract concept where practitioners attempt to transform it into a concrete form in order to assess it. Questions linking to rationale, concept, enactment and assessment need to be discussed when considering well-being as a subject area. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 03004279
- Volume :
- 51
- Issue :
- 5
- Database :
- Complementary Index
- Journal :
- Education 3-13
- Publication Type :
- Academic Journal
- Accession number :
- 164479223
- Full Text :
- https://doi.org/10.1080/03004279.2021.2011943