2014 Volume 39 Pages 37-47
This study introduces a method that uses class management reflection reports from preschool teachers and reevaluates the previously accepted practice of whole-class challenges; it addresses individual situations within a whole-class environment and includes positive applications toward student and teacher development.
Present research has addressed the need for the preschool practitioner to gain analytical tools thus gaining a better understanding of the environment where group play leads to productive interaction among preschooler: teachers reflection reports are essential in this process. But as Kawabe’s research focus stresses the importance of the creation of the environment and the teacher analysis of it, there lacks an effective and significant role for the teacher within the model (Kawabe, 2013).
My research uses a schematic chart similar to Kawabe’s yet gives keener focus to the role of the preschool practitioner to address individual situations within a group while facilitating group play. Steering way from a model in which the main focus is on understanding the class dynamics, this theoretical model describes the ideal classroom environment as a learning environment for both student, teacher, and researcher as it offers the following:
1. The creation of a schematic map that successfully illuminates individual cases within the whole class context.
This “map” encourages objective evaluation for teachers, and researchers: they are made conscious of
their relative position and roles within the class in real-time terms.
2. The conceptual model can be used to critique either individual case or whole class activity and is thus a basis for discussion among teachers and researchers.
This pedagogically-inspired model ensures that educational theory bears the fruit of application and that continued application reaps future improvements.
