Author： Whalley Margy Arnold Cath Lawrence Penny Peerless Sally
Publisher： Routledge Ltd
ISSN： 1350-293X
Source： European Early Childhood Education Research Journal, Vol.20, Iss.4, 2012-12, pp. : 519-535
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Abstract
The Pen Green Tracer Study questions the difference we may or may not have made to children's lives. An initial cohort of young people, now aged between 11-20, revisited their nursery in 2010. Their stories prompted discussion on parental involvement and advocacy within the education system, key worker attachment, and children's sense of self. Our second cohort is composed of young people whose experience of the education system is characterised by difficulties and challenge. Using video within a groundbreaking new research methodology, our findings give us new insight into the child's voice, transforming our understanding of a child's world. We are questioning practice: Did our commitment to encouraging agency and autonomy work for every child? Did children experience disequilibrium on transition to school that inhibited their development? Did we engage effectively with their parents?
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