Using realist evaluation and participatory action research approaches to co-design a mindfulness-based literacy intervention for use in early years settings.
What’s the focus?
- Unpacking the complex relationship between early literacy skills and personal, social, and emotional wellbeing
- Supporting EYFS staff to improve children’s speech and language communication skills via mindfulness-based interventions in early years settings
What are we doing?
- Learning how and why existing mindfulness-based interventions work to improve literacy in differing early years settings
- Capturing this knowledge in a co-created programme theory
- Producing preliminary guidance on elements of good practice when delivering such interventions
- Co-designing, implementing, and evaluating a mindfulness-based intervention to improve early literacy skills
How are we doing it?
- Using a ‘realist’ approach, which asks the questions: what works for whom, under what circumstances to what extent and why?
- Going beyond the observed change to uncover what processes (i.e., mechanisms) bring about these outcomes and understand the contexts that activate them
- Using ‘participatory action research’ to work with EYFS practitioners to co-produce an effective and sustainable intervention package that works in the complex reality of teaching in early years settings
- Working in partnership with local settings and experts from across the UK
If you would like to be involved, or would like further information please email - Kate Russell (Kate.Russell@uea.ac.uk ) or Kim Bartholomew (K.Bartholomew@uea.ac.uk)