Assignment 3

EDN470 Action Learning for Reflective Practitioners

Final Report~ ePortfolio
Wednesday 22nd June

3500 words-50 marks

YourName:StaceyTalbotStudentNo:32189595

1) Google Docs/Weebly Address (please type):

http://staceytalbotedn470.weebly.com

2)Youremailaddress(pleasetype):staceytalbot2@gmail.com
MentorTeachersNameandEmailAddress:EmilyGardener
emily.gardner15@outlook.com

ReportStructure

Rank

Comment

/10

TheReportiswellstructured:
- clearintroduction
-

well justified rationale

clearaims,focusquestions&strategies
adequateconclusion
professionalpresentationincluding
correctreferencinginAPAstyle.

QualityofReflection

Rank
/15

Thereflectivediscussion:
- considerswhyyouconductedyour
research,howyouusedthisapproach
- makeslinkstoownteachingphilosophy
andteachingexperience
- demonstratesabilitytoactonreflections
- stronglyrelatedtotheprojectsaimsand

Comment

linkedtorelevantliterature
explainsethicalissuesinvolved

ActionResearchMethodology

Rank

Comment

/15

Teachingstrategiesare:
-

stronglylinkedtothetopic

datacollectionisappropriateforthe
actionresearchcycle

dataisanalysedandcriticallyevaluated

modificationofteachingplansisbased

onfindings.
ProvisionofEvidence

Rank
/10

Comment

Theevidenceprovided:
- Isauthenticandvaried
- thoughtfullyselected
- explainedinthereport
- respects confidentiality
- permission forms
- AppendicesADarehyperlinked

GeneralComments:/50

Signature:Date:

EDN470
Assignment three
Action Research Report
Tutor: Lesley Payne

Stacey Talbot
32189595

Table of Contents
Introduction 1
Rationale. 2
Process 3
Reflective discussion.. 6
Conclusion.. 9
References... 10

Introduction
This action research project focuses on the periods of transition that take place in
kindergarten classrooms. Specifically, I have chosen to look at the transitioning of
children from a less structured environment into a more structured and guided
environment. I became motivated to plan for my action research to be about
transitions, and the emotions these give rise to, mainly because of personal
experience. These transitions can often be the cause of stress for both educators and
children, as going from a relatively free structure to a more controlled one is not easy,
and therefore this also affects emotional wellbeing. Working in a childcare centre I am
often responsible for facilitating transition times, and I find that children can become
easily distracted and agitated at these times. While basing my action research on my
experience, I plan to improve my teaching strategies so as to enhance the transition
times in the classroom and so enable them to become more positive for both me and
the children.
It made sense to choose the specific kindergarten group I am working with for this
project, as I live in a rural area and so there are not many schools in the vicinity. Also
I have recently become a mum (my daughter is 8 weeks old), and this is another factor
that limits my flexibility to travel. Having worked in this childcare centre for some
time, I am familiar with the staff, children and the parents. Furthermore, I also believe
that reflecting on the past mistakes I have made with these same children will allow
me to better improve our transition experiences. In the course of this action research
project I have worked with an entire kindergarten class, its numbers fluctuating from
10 to 20 children, depending on the day. However, I found it easier to choose four
children from this group to specifically focus on in regards to their behaviour and how
they felt towards the planned transitions. To ensure that ethical requirements were
met, the names used throughout this assignment are not the actual names of the
children.

The following sections give further details of how I planned, carried out and reflected
on the transition times. These cover the techniques that I implemented over a period
of three cycles. In support of my Action Research Project, and so as to add validity to
it, I have also made use of relevant research in both my planning and in my reflections
on the outcomes.
Rationale
When planning for this Action Research Project I wanted to focus on the transition
times that take place in a kindergarten classroom. I chose to research this with the
awareness that it was an area for which I needed a deeper understanding of
techniques; I also wanted to explore just how important transitions are to childrens
wellbeing, and find out how they could be structured more smoothly. However, after
the completion of my first assignment, where I looked into enhancing the wellbeing of
children and their learning experience, I noticed that I had lost track of my focus. I
therefore had to remind myself to be more specific with my overall aim in Cycle 2
and Cycle 3, so as to focus on the transitioning from a less structured environment
into a more structured environment. Nonetheless, my underlying aims remained the
same as they had been for Cycle 1 - I ensured that I was honest and reflective in my
teaching strategies, with this allowing me to acknowledge what worked and what
could have worked better. I also ensured that the children were given the appropriate
support to more easily transition from an energetic and less structured environment
into a more guided and focused environment. Additionally, I explored ways that
would help me to feel more grounded, so as to be able to model this to the children. In
all of this I worked closely with my mentor teacher who provided ongoing feedback
of what she believed was working and what could be improved.
I felt that the feedback I received for Assignment Two was quite positive. However, it
was also clear that to improve my development further I needed to ensure that I made
more use of relevant research to support my findings, as well as link these to my aims
and focus questions. For this assignment I have therefore aimed to incorporate more
links to references throughout, to ensure it is more thorough and supported.

Process
InordertobeginmyActionResearchProject,Ithoughtitwasimportanttofirsttake
timetodecidewhatitwasthatIwantedtoimproveoninmyteaching.Isearched
throughfeedbackthatIhadreceivedfrompastmentorteachers,andIfoundnotes
suchastheneedtospeaklouderinfrontofaclass;however,Iwantedsomethingwith
moredepththatwouldalsoinvolvemoreresearchandhelpmedevelopmyteaching
techniques.ThismademelookintomypastexperiencesatchildcarecentresandI
comparedthesetopracticesinmyworkplace.InthepastIhavebeeninsituationsthat
havenotworkedoutasplanned,andthishascausedmetofeeloverwhelmedandnot
grounded.ReflectingonthisIrealisedthatitwasimportanttoimprovemyapproach
intransitioningchildrenfromoneenvironmenttoanother,andIthereforechoseto
focusonthisformyActionResearchProject.
InthebeginningofCycle2andCycle3Iwasforcedtomakechangestomy
timetableandplans,thiswasduetoreasonsbeyondmycontrol(difficultieswiththe
ProfessionalExperienceOfficeresultedindelayedfeedbackandmynewtimetable
isonmywebsite).Althoughthesecausedspecificchangestowhichdatesthevisitsto
thekindergartenwereplannedfor,overallmyplanremainedmuchthesame,and
includedresearch,observation,planningandimplementingideas.
ThroughresearchIfoundthatapastexperiment,conductedbyagroupintheUnited
States,discoveredthattherewasaconnectionbetweentheattachmenttothecaregiver
andtheactivitiesthattheychoseforchildren.Thisincludedtheactivitiesduring
transitionperiods,andtheyconcludedthatprovidingpositiveinteractionsgoeshand
inhandwithprovidinginterestingandsatisfyingactivitiesandensuringthechilds
safetyandhealth(Cryer,WagnerMoore,Burchinal,Noreen,Hurtwitz,&Wolery,
2005).Thisresearchconfirmedformethatthetransitionactivitiesthatare

implementedneedtobewellthoughtouttoensureapositiveoutcomeforboththe
childrenandtheeducator.Anadditionalresultfromthisistheformingofastronger
relationshipbetweentheeducatorandthechildren.Withtheknowledgefromthis
researchstrengtheningmyresolve,inCycle2andCycle3Ifocusedonenhancing
thetransitionsfurtherbydevelopingnewideasthatcouldbeadaptedbothinsideand
outsidetheclassroom.
AsIdidnotreceivefeedbackfrommysecondassignmentbeforecompletingCycle
2,Idecidedtoreflectonmyownobservationsandreflectionsofoutcomessoasto
beabletofurtherimproveonmyteachingstrategies.InCycle1Iwasfortunate
enoughtohelpthechildrentransitionfromfreeplayoutsidetoanoutdoorlunch.
Withthistransitiontakingplaceoutside,therewasplentyofroomforthemtomove
around,however,Ialsoneededtoprepareforaninsidetransition.Anindoor
transitiontimemeansthatthechildrencannotrunaroundduetosafetyconcerns,and
soIneededtofindwaystoslowlybringthetempodownwithoutraisingthenoise
leveltoomuch(keepinginmindthatthepreschoolgroupalsosharethesame
classroom).OnepracticethatIcameacrosswas'BrainGym,whichafterfurther
researchIfoundisagreatwayforchildrentoengageandhavefuninaphysicalway
whilealsohelpingthemtodevelopmentally.BrainGymisspecificallysaidto
enhanceconcentrationandfocus,aswellasselfresponsibilityandattitude;theseare
qualitiesthatlinktomyActionResearchProjectastheycanhelpensureamore
positivetransitiontime(EducationalKinesiologyFoundation,2015)
ByusingtheconceptsofBrainGymIcreatedmyownversionofthegameSimon
Says,therebyensuringthatIcouldchangehowlongitwentfor,andthelevelof
difficulty.Althoughthechildrenwereabletocopythemovementsthroughoutthe
game,Inoticedthattherewastoomuchofanemphasisonwinning,wherethe
childrenwhodidnotfullyunderstandtherulesofSimonSayswereconfusedby
comments,suchasYoulost(seejournalinevidence),madebytheotherchildren
whowereinsteadfamiliarwiththegame.IfoundthatmakinguseofBrainGymis
funandengaging,howeveritneedstobeusedinawaysothatchildrenarenot
competingagainsteachother,somethingthatcouldbedonethroughdance.

InCycle2IranoutoftimeandsoIwasnotabletoreadtothechildrenWeAre
GoingOnABearHunt;abookthatIthoughttheywouldenjoy,asitinvolveddoing
smallmovementsratherthansittingstill.BelievingthiswouldbeausefulstrategyI
thereforedecidedtousethebookinpartoneofCycle3,makingitamainfocusin
thetransition.Iwentintothekindergartenclassandfoundtheyhadbeeninsideall
daydueoftheweather.BecauseofthisIspoketomymentorteacheraboutthe
possibilityoftakingthemoutside,whileitwasnotraining,inordertoalsoprovide
moredistanceawayfromthepreschoolchildren.Weallsatoutsideonamatand
spokeaboutbearhunts,withsomeofchildreninformingmethattheyhadbeenona
bearhunt.Thechildrenlistenedtothestoryandwemadeourwaythroughtheyard
dependingonwherethebooktookus(Acave,adeepdarkcave,tookustoan
archwaythatweusedasacave).Afterthebearhuntsomeofthechildrenwerequite
muddyandexcited,theywantedtogoonabearhuntagain,sotobringthetempo
downIhadthemsitonthematandreadthemthestoryofthebearhunt.Overall,the
childrenwerereallyengagedandenjoyedtheactivity,eventellingtheirpreschool
friendsaboutitwhenwereturnedbackintotheclassroom.Furthermore,becauseof
theirengagementtheywerecalmandattentivewhenlisteningtothestory.
ForparttwoofCycle3IlookedattheactivitiesIhadusedinthepastcyclesthat
hadnotworkedanddevelopedthemfurther.IstartedwiththeBrainGymconceptand
alteredthissothatitwaslesscompetitive,andinsteadofSimonSaysweplayed
Followtheleader,wherethechildrenfollowedmearoundtheclassroomcopying
mymovements.AfterthisweendeduponthegrouptimematstilldoingBrainGym
movements.Thechildrenthensatdown,andtogetherwereadaninteractivebook
PressHere.

Reflective Discussion
Through the completion of the three cycles of my Action Research Plan, I have gained
important knowledge on my own teaching style and on how I can further improve my
teaching practices by using the Stop, think and change approach (OConnor &
Diggins, 2002, p. 9). This approach allows me to look into each cycle thoroughly
before improving and moving to the next cycle. Furthermore my action research
followed Shirley Grundys suggestions of undertaking ones own journey; by doing
this I further discovered and experienced how to create a more enjoyable transition
time for both myself and the children (Grundy, 1995).
This Action Research Project has greatly raised my awareness of the real importance
of transition times before the assignment I just used transition times as a way to
keep the children occupied while other activities were being organised, now I can
instead use these times to further each childs enjoyment, as I have found how I can
turn them into fun learning experiences.
During Cycle 3, when the children became very excited while on a Bear Hunt, this
could be seen as a bad transition as the children were not necessarily winding down,
so that at times the activity became quite energetic. However, in reflecting back on
this I thought it actually did work as it successfully engaged the children and they
seemed to have fun with it, and even asked if they could do it again. Although the
activity itself did not calm the children, it was a great way to engage them and prepare
them for listening to the book being read out, which did calm them. Reflecting back
on this activity has made me realise the importance of using different methods to

engage children. When they are engaged not only are they having fun, but they are
also reaching some of the higher levels of Maslows Hierarchy of needs, such as a
sense of belonging and self esteem (Wright, 2009).
To help with the childrens engagement and also model a positive outcome I took the
approach of teacher in role (Dinham, 2014). This meant that I took part in the
activities rather than standing on the side and watching them take place. When
reflecting on this technique, I think that it is very useful as it encourages the children
to join in. With the teacher taking part in the activity, the children are more likely to
feel invited to participate rather than feel that they have to do them, and this can be
more fun for them. By doing the activity themselves, the educators can also better
gage its success as they are in constant communication with the children. Another
positive aspect about being a teacher in role is the opportunity to break away from
any preconceived ideas of the educator being superior to the children, and although
this is not so common with younger children, it is something that comes in handy
when teaching in primary schools.
The biggest issue that I had in my Action Research Project was the children focusing
on winning and losing, and I realise that this was because of the transitions that I had
set up (see Simon Says journal in evidence). When there is a focus on winning and
losing, this puts the children who do not understand the rules of a game in a
vulnerable position this is not what I had intended from my activity, however it did
occur. Rather than changing the game, I explained the rules again to the children, so
that the ones who were unsure understood them more clearly. But still, even after this,
the emphasis remained on winning and losing. I realise now that the game needed to
be altered to be inclusive of all children through the use of praise and encouragement
rather than the concept of winning (Raising Children Network (Australia) Limited,
2006-2016)
Not only has this Action Research Project improved my teaching strategies, but it has
also helped me to gain further understanding on the importance of reflection, and how
this can positively affect what I have learnt from my new and past teaching practices.
I have found creating journals to be an efficient way to improve my teaching, as this
has allowed me to view what has or has not worked. To create these journals I used to

the format outlined in OConnor and Diggins book On Reflection- Reflective

Practices for Early Childhood Educators, which focused on getting the important
details down at the time of the experience. In the past I have waited until a later time
to write up reflections, and this often caused me to miss information and so be
somewhat vague in my documentation.
To remain ethical I had to ensure that all children were enjoying themselves and felt
safe and secure in the environment. One of the kindergarten children, who has been
diagnosed with autism, often does not take part in activities, including those in
transition time. He might instead play with a set of cars and not interact with the other
children. Through research I found that the development of social skills is related to
positive long-term adjustments for all peers (Ozonoff & Miller, 1995), and that
children with autism do not always interact without any prompting by an adult
(Laushey & Heflin, 2000). These findings emphasise the importance for planning
activities that can encourage and involve all of the children. During one of the first
activities I offered for this particular child to join in, however he refused, and so I did
not force his participation. The next activity allowed children to mimic one anothers
movements through a game, and again this particular child did not want to participate
straight away. However, when I asked if he would like the children to lie down like he
was doing, there was an instant smile from him, and so they did this. Looking back at
this interaction, it occurred to me that mine was such a simple gesture, and yet for this
boy it provided a positive way that enabled him to participate.

Conclusion
Reflecting after the completion of my Action Research Project, I believe that I have
worked efficiently, and have been able to improve on my teaching strategies to create
a more positive transition time for both the children and myself. Through the use of
reflection and documentation I was able to set up learning goals, and also able to
continue to improve on these through each of the learning cycles. In working with
young children I ensured that all ethical requirements were met, and that each
individuals needs were met. I think that all of the activities allowed for all the
children to join in regardless of their ability, and by showing appropriate
encouragement and enthusiasm I helped this to happen. My mentor teacher gave
positive feedback, and was enthusiastic about the practices that I had implemented,
especially as she also thought they could be made use of further in the kindergarten
classroom. Overall I think that the activities that I implemented were fun and
engaging, and as a result of this the children had a more enjoyable transition time,
while also being able to wind down.

Bibliography
1. Cryer, D., Wagner-Moore, L., Burchinal, M., Noreen, Y., Hurtwitz, S.,
& Wolery, M. (2005). Effects of transitions to new child care classes
on infant/toddler distress and behavior (Vol. 20). Nashville, United
States of America: Permalink.
2. Dinham, J. (2014). Delivering Authentic Arts Education . Australia :
Cengage Learning.
3. Educational Kinesiology Foundation. (2015). Brain Gym - Home .
Retrieved June 2016, from Brain Gym International :
www.braingym.org
4. Grundy, S. (1995). Action Research as Professional
Development. . West Perth , Western Australia : Arts Accord.
5. Laushey, K., & Heflin, J. (2000). Enhancing Social Skills of
Kindergarten Children with Autism Through the Training of Multiple
Peers as Tutors. Atlanta: Springer.
6. OConnor, A., & Diggins, C. (2002). On Reflection: Reflective
Practice for Early Childhood Educators. Lower Hutt, NZ: Open Mind
Publishing.
7. Ozonoff S. Miller J. (1995) Teaching theory of mind: A New Approach to Social
Skills Training Individuals with Autism. Journal of Autism and Developmental
Disorders
8. Raising Children Network (Australia) Limited. (2006-2016).
Preschoolers- Children learning to share . Retrieved 2016, from The
Raising Children Network :
http://raisingchildren.net.au/articles/sharing.html/context/752
9. Wright, M. (2009). Gowler handbook of internal communication .
Burlington: Taylor and Francis.

*Marked Assignment one here

*Marked Assignment two here
*All Appendices can be viewed here