Play-based pedagogy under threat? A small-scale study of teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition to primary school

Abstract

ABSTRACTThis study explored teachers’ and pupils’ perceptions of pedagogical discontinuity in the transition from Reception to Year 1. Data were collected through interviews with one Early Years Foundation Stage (EYFS) teacher and one Year 1 teacher in the same setting. A questionnaire distributed to Year 1 children (n = 23) provided supplementary data. Findings revealed that teachers and pupils were aware of pedagogical discontinuity in the transition from EYFS to Year 1. Teachers attributed pedagogical discontinuity to the constraints of the National Curriculum. Pressures to ensure children are ‘school ready’ also have implications for bridging pedagogical discontinuity through play.