Perceptions of placement experiences of Early Childhood Studies students: the fluency of knowledge and skills.

Richardson, T. and Holman, K. (2021) Perceptions of placement experiences of Early Childhood Studies students: the fluency of knowledge and skills. Journal of Further and Higher Education. 45(3), pp. 324-336. 1469-9486.

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Holman_Kerry_Richardson_Tanya_TFO_2020_Perceptions_of_placement_experiences_of_Early_Childhood_Studies_students_the_fluency_of_knowledge_and_skills.pdf - Accepted Version

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Abstract:

This paper discusses how academic support prepares undergraduate students for their workplace experience, involving cohorts of students from two universities in England, who offer an undergraduate level, three-year, Early Childhood Studies (ECS) degree. By adopting an interpretive approach, questionnaires were administered to the students concerned (n=65), to seek their views and opinions on the placement experience. These were administered prior to them attending their first placement and then again on their return. The study found that students were more prepared than they originally perceived themselves to be when undertaking placement, and that a lack of confidence derived from fearing the unknown. The findings indicated that tutor and peer support were most valued as preparation tools and it is suggested that this support is a major factor in the confidence levels of students. This paper argues that the explicit knowledge gained from studying a degree course, and the tacit knowledge and skills that are gained through placement should be viewed as a combined approach rather than two separate entities which should, in turn, aid in confidence building. This is of significance both nationally, and internationally for those who may be considering including a workplace experience within their programme.

Uncontrolled Keywords:

Placement, Higher education, Early childhood studies, England, Workplace learning, Tacit and explicit knowledge

Creators:

Richardson, T. and Holman, K.

Faculties, Divisions and Institutes:

Faculties > Faculty of Education & Humanities > Early Years

Date:

16 March 2021

Date Type:

Publication

Page Range:

pp. 324-336

Journal or Publication Title:

Journal of Further and Higher Education

Volume:

Number:

Number of Pages:

Language:

English

DOI:

10.1080/0309877X.2020.1762170

ISSN:

1469-9486

Status:

Published / Disseminated

Refereed:

Yes

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