Abstract

Professional learning and development within Early Childhood Education and Care (ECEC) is being prioritised internationally. This priority is important particularly when practitioners in Wales are expected to implement ambitious curriculum changes. This paper examines the findings from two PhD studies, one that explored practitioners’ knowledge and understanding of schemas and another that explored well-being. It found three commonalities, first a limited understanding of schemas and well-being among some practitioners working with young children. Second, a limited understanding of how to recognise and support schemas and promote well-being in classroom practice. Third, a lack of clarity in Welsh Government curriculum policy about schemas and well-being. The paper discusses the implications of these commonalities for children and practice, curriculum implementation and research. Moreover, this paper suggests that if practitioners had a secure understanding of schemas and well-being this could help them rethink and transform their practice. This paper argues for the importance of collaborative professional development and critical reflection for practitioners, policy-makers and researchers in light of curriculum change.

Keywords: schemas, well-being, Foundation Phase curriculum, professional learning and development, Wales

How to Cite:

Lewis, A. & Thomas, A., (2021) “Practitioners’ knowledge and understanding of schemas and well-being in the Foundation Phase curriculum”, Wales Journal of Education 23(1). doi: https://doi.org/10.16922/wje.23.1.3