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Eg Phd, Mphil, Dclinpsychol This thesis has been submitted in fulfilment of the requirements for a postgraduate degree (e.g. PhD, MPhil, DClinPsychol) at the University of Edinburgh. Please note the following terms and conditions of use: This work is protected by copyright and other intellectual property rights, which are retained by the thesis author, unless otherwise stated. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author. When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given. ‘Rules, Rules, Rules and We’re Not Allowed to Skip’ Lynn J. McNair PhD Research The University of Edinburgh 2016 Exploratory study: Listening to children’s voices about the transition to Primary One. This signed statement confirms that this thesis, Rules, Rules, Rules and We’re Not Allowed to Skip, is my own work and that contributions from other sources are duly acknowledged. Signed Lynn McNair September 2016 PhD University of Edinburgh 2016 Contents Acknowledgments…………………………………………………………………... 1 Abstract………………………………………………………………………….….. 2 Glossary of terms………………………………………………………………....... 4 Chapter One: Introduction…………...……………………………………………. 7 1.1 The scope of this study………………………………………….……………. 7 1.2 The research questions………….……………………………..……………..10 1.3 Background and context……………………………………...………………11 1.4 A Childhood Studies perspective…………………………………………….17 1.5 Navigating this thesis……………………………………..…………….…. 18 Chapter Two: Introduction to the literature review……….……………………20 2.1 Transition is a natural stage related to biological age (child development) ……......…..………………………………………………… 21 2.1.1. Critique of natural age stages ………………………………………. 24 2.2 Transition involves universal structures around the child (cultural, ecological and material) ……….………....………………………………………….... 30 2.2.1 Critique of the ecological model………..…………………………… 33 2.3 Transition involves a sense of loss of human and spatial connections (locational, relational and emotional) ………………………………... 38 2.3.1 Critique of a sense of loss of human and spatial connections…………41 Chapter Three: Introduction to methodology………………………………… 43 3.1 Positioning oneself: My ontological, epistemological and methodological starting points ………………………………………………………….......... 46 3.1.1 Reflexivity………………………………………………………………47 3.1.2 Insider – Research………………………………………………………48 3.1.3 Methodological approach – qualitative/ethnographic inquiry……….….50 3.1.2 Why ethnography? …………………………………..………………….52 3.1.3 Ethnography and listening to children ………………………………… 54 PhD University of Edinburgh 2016 3.1.4 Ethnography – different methods for children and adults ……………...56 3.1.5 Why no other methodology? …………………………………………...57 3.1.6 My role as a qualitative/interpretative ethnographer ………….………..58 3.1.7 Merits and limitations of the specific research methods employed…….59 3.1.8 Data recording and analysis …………………………………………….63 3.1.9 Abductive analysis ……………………………………………………...65 3.2 The research participants …………………………………………………….66 3.2.1 The participating institutions …………………………………………..67 3.2.2 An introduction to Lilybank …………………………………………….67 3.2.3 An introduction to the schools ………………………………………….71 3.3 Adopting an ethical approach ………………………………………………..76 3.3.1 Informed consent ……………………………………………………….78 3.3.2 Privacy and autonomy………………………………………………... 80 3.3.3 Harm and exploitation………………………………………………... 82 3.4 The rise of power in the transition to school…………………………………82 3.4.1 Transition involves power……………………………………………….83 3.4.2 Critiquing ideas of power……………………………………………….90 3.4.3 Critiques of Foucauldian conceptions of power………………………...91 3.4.4 Critiquing the ideas of power………………………………………….. 96 3.4.5 Bakhtin’s Heteroglossia…………………………………………………97 Summary of Chapter Three……………………………………………………..100 Chapter Four: Structures, choices, uncertainties and clash of concepts in transitions ……………………………………………………………………….. 103 Introduction …………………………………………………………………….103 4.1Policy ……………………………………………………………………… 104 4.1.1 Traditional and current influences …………………………………….109 4.2 Scope for flexibility ………………………………………………………..113 4.2.1 Barriers and potentialities of becoming school age ……………...…..116 4.2.2 The role that age plays in the deferral process ……………………….121 4.2.3 Perspectives on age and choice ……………………………………….128 PhD University of Edinburgh 2016 4.3 Transition procedures into practice – different professional perspectives in early years settings and schools…...…………………………………………….…...133 4.3.1 A dialogic approach to transition processes ………………………….134 4.3.2 Understanding and implementing transition processes and procedures ......................................................................................................139 4.3.3 Challenges to multidimensional communications between contexts ……………………………………………………………………..150 Conclusions of Chapter Four…………………………………………………...156 Chapter Five: Totalising power …………………………………………………158 Introduction …………………………………………………………………….158 5.1 Surveillance …………..…………………………………………………….159 5.2 Normalisation ………………………………………………………………171 5.3 Exclusion ………………………………………………………………….. 178 5.4 Classification ……………………………………………………………….188 5.5 Distribution …………………………………………………………….......194 5.6 Individualisation ………………………………………………………… 197 5.7 Totalisation ……………………………………………………………… .199 5.8 Regulation ………………………………………………………………….201 Conclusions of Chapter Five …………………………………………………...209 Chapter Six: Resisting Power …………………………………………………...212 Introduction …………………………………………………………………….212 6.1 Professional resisters ……………………………………………………….214 6.2 Parents as resisters ………………………………………………………....225 6.3 Children as resisters………………………………………………………...232 Conclusions of Chapter Six ……………………………………..……………..241 Chapter Seven: Synthesis and conclusions………………………………………….243 PhD University of Edinburgh 2016 7.1 Summary of findings and answering the research questions.……………………….243 7.2 Implications for debate, literature, policy and practice …………………….252 7.3 Listening to children – a dialogic approach……………………………........254 7.4 Children’s perspectives on transition ……………………………………….257 7.5 Implications for further research …………………………………………....259 7.6 Concluding reflections ……………………………………………………...261 Appendix…………………………………………………………………………...263 References …………………………………………………………………………264 PhD University of Edinburgh 2016 1 Acknowledgments It is impossible to individually thank the many people who have contributed directly and indirectly to this thesis. I am grateful to them all but I wish to acknowledge some in particular. I must begin with my family – my partner Davy and my children Kurt and Mischa, their grandparents Evelyn and Jimmy Cleary – love to you all. Thank you Davy, for building a space in the garden where I could work, and never doubting, for one moment, that I would come out of this study at the other end. I would also like to mention my mum, who has now passed, who proudly turned to my dad and said: “Lynn is going to be a Doctor.” My mum’s belief in me has lived with me on this sometimes tempestuous journey. For support, encouragement, critical comments and suggestions, thanks go to friends and colleagues who have encouraged me, and helped me find my way through their wisdom and friendship, Cara, Kristina and Marlies (aka the critical thinkers). To Mike, for his patience and understanding. For advice, faith and friendship, Jackie, Alan, Sue, Ninian, Maureen, Bobby and of course Jane, who often sent emails / texts saying: ‘How many words?’ Heartfelt thanks to the children who have taught me so much and to the many experts who have helped me learn about early years and primary connections. My most profound debt goes to my supervisors, Professor John Davis and Professor John Ravenscroft, who gave me the encouragement and freedom to write creatively and with integrity. Thanks to the community of the Early Years Centre. Finally, special recognition must go to the children, their families, and the staff at the participating educational settings who, by harnessing their views, knowledge and commitment to the transition process, have come up with suggestions for transformational change. PhD University of Edinburgh 2016 2 Abstract Despite the breadth of research on the educational transition of young children, there has been little evidence, in Scotland, of this knowledge impacting on every day practice. The overall contention that emerges from the literature is that some children positively embrace the experience, while others face challenges and risk failure and regression. There is a need for research into the transition from the early years setting to school, which holds promise that the findings will be disseminated to stakeholders locally, nationally and internationally with the aim that the perspectives of young children are heard. This ethnographic study is an examination of the perspectives of 16 young children as they transition from an early years centre, Lilybank, to four primary schools, Northfield, Southfield, Eastfield and Westfield, in a Scottish city. Seven key qualitative questions were asked which explored how children, parents and professionals experienced this educational transition. Data was gathered from empirical methods such as participant observations, mind–mapping sessions, interviews
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