ABSTRACT
After a long period of some neglect, researchers are now seeking the views of children about a range of educational issues. Government too feels it important to consult young people and this is reflected in the Every Child Matters agenda which originated from children’s needs. Children in classrooms have, over a relatively short period, needed to adjust to the fact that adults other than qualified teachers can teach them. This is particularly so for those children who find school learning difficult or who cannot comply with the behavioural expectations of school life. Building on the small existing literature, Clare Fraser and Sara Meadows focus on three English primary schools to investigate the perceptions that children have of the role of teaching assistants. A questionnaire was completed by 419 junior children and 86 infant and junior pupils were interviewed. The study is of particular interest because it finds that even very young primary children can offer responses that are revealing of the similarities and differences between teaching assistants and teachers. The finding that when children do not understand something or are confused a ‘teaching assistant explains things more clearly’ seems worthy of further research.
