Context of the cluster

1. How is practice changed in Early Years settings when developing 'open listening climates' through pedagogical research? Proposed methodology: Additional questions : What is the goal of the 'open listening climate'?   Who are we listening to? What is the context of the study?  How does an outsider become pedagogical researcher?   How are innovative methods developed through this praxeological approach?  How do staff develop their practice when participating in the research process? Will everyone listen? What are the resulting challenges of such a goal?   What are the benefits of developing open listening climates?  I need to be visible in the research process (Bourdieu 1986) Context of the cluster Semi Rural Primary Federation embarked upon leading an early years cluster to monitor and bring consistency to local EYFS settings. Cluster consists of 3 sessional preschools (two operating ‘pack-away’ in church halls) and a private full day care, the primary federation and the children’s centre. Theoretical concepts under consideration: Bourdieu – capital (cultural, economic) & habitus. Wenger – communities of practice Foucault – power in discourse Freire – community learning/ banking model Giddens – better read it then! drawings Ontology: A personal desire to change attitudes and shift perceptions as children are ‘experts in their own lives.’ A belief in democracy, transformational education and empowerment. Co-constructed Stories Paradigm and Methodological stance: Qualitative framework taking praxeological approach (Formonsinhoand Formonsinho 2012). Ethnographic techniques used to build case studies. Current issues: Refining research question – clarity! Which theoretical concepts are most useful? Currently too many. Puppets Spaciousinteractions CHANGE