ABSTRACT
At the beginning of this book we alluded to the philosophy which underpinned the research described in subsequent chapters (Lee-Corbin, 1996). This included a concern to represent adequately the complexity of the lived situation for the participants, including the teachers, the parents and the children themselves. Thus a naturalist, holist approach was chosen to do justice to the multitude of perspectives present. Further, this allowed us, and then readers, to recognise that part of the complexity of the situation lies in the dynamic interaction of these perspectives. Understandings and misunderstandings of each others’ views, intentions and actions form the basis for both action and achievement.
