Children's Depth of Engagement in the Early Primary Years in England in Different Activity Settings

• In Event: Examining and Increasing Student Engagement

Abstract

This study focused on deep engagement in early Primary classrooms in England. In the light of recent reforms to the early years curriculum and guidance, we investigated the association between children’s engagement and activity settings in which children have varying amount of space to lead their learning (e.g. whole class, free flow). We used the Leuven Involvement Scale, a measure that was designed capture a deeper, more intrinsically motivated form of engagement than simple on-task/off-task behavioural engagement. We found that on average children were significantly less engaged in whole class settings than in free flow or in teacher-led small groups. We also found huge variability in engagement, with different expressions of lack of engagement across different settings.

Authors

• Soizic Le Courtois, University of Cambridge

• Sara Baker, University of Cambridge