Abstract
This article reports a small scale study into teacher feedback in the reception class and its associations with young children's positive adjustment to school. Striking differences were found between the feedback given to the children according to their perceived adjustment. The article also highlights the rather narrow repertoire of feedback used by teachers and their emphasis on negative rather than positive feedback to the children who had not settled. The issues raised are pertinent throughout the primary age phase and may alert teachers to the possibility of over-reliance on some feedback styles and their negative influence on children's learning.
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