The influence of researcher-teacher collaboration on the effectiveness of the early learning of four year olds in schools in England

Abstract

SUMMARY This paper explores the potential for enhancing the effectiveness of the early learning experiences of young children, as a consequence of a genuine collaboration between researchers and teachers. The content extends from an eighteen month fieldwork period. This involved a critical analysis and evaluation of the relationship between four year old children and teachers in effective early learning. The study took place in Birmingham, UK. where all children are admitted to school at four years old. The fieldwork was compiled from two independent yet interdependent components. •Empirical research (January 1995 – July 1995) •Action research (September 1995 – July 1996) Analysis of the empirical research (Mould, 1995) provided an essential foundation for the collaborative action research period. The nature of the sequential study provides the main focus for this paper. The study has illustrated the productive role of the researcher — teacher relationship in enhancing the effectiveness of the early learning and emotional well-being of young children. Results imply that the positive result of this development was dependent on the enhanced learning and well-being expressed by the teachers and researcher. Interim analysis indicates that those teachers who strive toward their optimum levels of ‘learning and well-being’ are in the most appropriate position to provide children with the ‘the best possible’ experiences.