Practice architectures that influence group story reading in early childhood settings
Delle Ritchie
TCAP HDR members reflect on the graphic recording of their projects
My PhD research aims to explore how the interplay between practice-belief-engagement may add to understandings of group story reading for practising teachers and further research in this field. This study will investigate the positive and/or detrimental outcomes that may occur when there is alignment or disconnect between any of the three components. The theory of practice architectures will be employed to assist in understanding the influences on teacher practice during group story reading in a kindergarten context.
The study seeks to provide insights into teacher expectations; the ‘why’ of their pedagogical approaches, and any tensions or conflicts that may exist between teacher belief and practice. The findings may be used to inform the professional learning of teachers concerning how they reflect on practice, how they read to and with children, and how they engage with children more deeply.
Engaging in a conversation with Sarah Firth, graphic artist, was an incredibly rewarding experience that brought my research, so far, to life. Her unique perspective, creative insights and calm approachable manner helped me to communicate my research and for her to articulate my ideas visually, transforming complex concepts into approachable and engaging visuals. It was inspiring to collaborate with someone who went beyond my expectations to understand the nuances of my work but also had the skills to translate those thoughts into powerful imagery. This collaboration not only enhanced the visibility of my research but also provided a deeper appreciation for the intersection of art and research.
As I recruit participants for my research, I look forward to utilising Sarah’s graphic representation to support understanding of the research for future participants.
Delle Ritchie is an Early Childhood Teacher in a Leading Regional Independent School in Victoria with experience teaching in public and independent settings in Australia and Hong Kong. With strong passions for children’s rights, the image of the child and children’s engagement in group story reading, Delle is influenced strongly by the Reggio Emilia approach to education and her broad experiences as a teacher for over 25 years. Delle is currently completing her PhD part-time through Deakin University, employing the Theory of Practice Architectures to explore teachers’ beliefs and practices and how they influence children’s engagement in group story reading in Early Childhood settings