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1.
Jo Ailwood Jo Brownlee Eva Johansson Charlotte Cobb-Moore Sue Walker Gillian Boulton-Lewis 《教育政策杂志》2013,28(5):641-653
Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a widespread discourse within early childhood that regards young children as citizens and democratic participants in their own lives, as a reflection of the oft-cited Article 12 in the UN Convention on the Rights of the Child. However, educational policy and curriculum for citizenship in Australia, by and large, adheres to age and stage understandings of children that deem young children unable to conceptualise and/or articulate ideas of what it means to ‘be a good citizen’. We ask which discourses are being harnessed in educational policy for citizenship in Australia, what discourses are silenced or ignored and what this tells us about how young children are thought about in Australian politics and education. 相似文献
2.
Marek Tesar Branislav Pupala Ondrej Kascak Sonja Arndt 《Early Years: An International Journal of Research and Development》2017,37(2):189-201
This article examines Slovak early years teachers’ concerns with conceptions of teacher professionalism. It suggests that there is a mismatch between understandings of professionalism, policy aspirations and the attitudes of teachers to their own professionalism, and that this mismatch fuels early years teachers’ sense of agency. These tensions between conceptions of professionalism, teaching practice and actual working conditions have led to a ground-up approach to self-governance within the early years teacher workforce. We analyse teachers’ discussions in an early years online forum of 12,500 members that was started and remains governed by the teachers themselves. It represents in itself a very particular attitude and response to the need to determine what it means to be a professional teacher. This analysis examines intersections of policy, quality and professionalism, and highlights considerations of power and voice, and the complexities of uncertainty and change. The article concludes with the suggestion that teacher attitudes, power and agency are impacted in unpredictable ways by the policy landscape. 相似文献
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Elise Hunkin 《教育政策杂志》2018,33(4):443-456
This paper reports on the findings of an in-depth genealogical study of the discourse of quality in Australian Early Childhood Education and Care (ECEC) policy. Quality reform has become the foremost global policy agenda for ECEC due to assumptions about the economic potentials of quality services. In Australia, the recent National Quality Framework elevated early childhood policy in Australia from the margins as the lynchpin of a broader economic reform agenda. However, quality ECEC – what it is and does – is a complex, contestable notion that could be considered problematic for the sector to execute, particularly through market models of provision. Drawing on Foucauldian notions of discourse as the ‘already said’, the truth assumptions that have underpinned policy uses of quality ECEC in Australia are identified and critiqued. It is shown that the discourse of quality has been tactically deployed in Australian ECEC policy to realign quality ECEC outcomes with educative outcomes, as a means for government to selectively grow and govern human capital. This positions quality as a high-stakes reform discourse for early childhood stakeholders, entwined with the expanded reach and intensification of selective, performance-related standards and incentives. 相似文献
4.
Amanda Henshall Louise Atkins Rebecca Bolan Heather Munn 《Journal of Vocational Education & Training》2018,70(3):417-434
The last 20 years have brought numerous workforce reforms to the early years sector, enacted in the name of professionalisation, including the recent introduction of a new postgraduate qualification, the Early Years Teacher Status. This article features data from interviews with 22 participants who had just completed this award and situates their views in the relevant policy context and alongside a discussion of what it means to professionalise the early years sector and create a graduate led workforce. The data support findings from similar studies of Early Years Professionals, namely that the interviewees are passionate about working with young children. They view the sector as in need of change, and themselves as potential leaders and agents of change. The participants endorse the view that up-skilling the workforce is essential to the professionalisation of the sector and improving the quality of early years education. 相似文献
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Nóirín Hayes 《International Journal of Early Years Education》2018,26(3):220-232
The current future-focused, outcomes driven early childhood policy climate presents a danger that early years pedagogy will lose sight of the ‘present’ child. Increasingly policy support for early childhood education is built around an emphasis on preparing children for school and positioning it as a key element in enhancing society through preparing future citizens to become productive members of society. The measurable outcomes discourse, in emphasising product, renders invisible the critical contribution of the processes of everyday practice to children’s development. To challenge and counteract the strong outcome discourse early years professionals must have confidence in their pedagogy. However, research suggests that those working in the early years may lack the language and strategies for supporting their educational practice. Using the bio-ecological model of development and drawing on the capabilities approach this paper calls for a shift in policy and pedagogical discourse from measuring competencies towards enhancing capabilities, from assessing outcomes towards providing rich, day-to-day learning opportunities. Such a shift in narrative could weaken the neo-liberal, outcome language of early childhood policy and refocus on supporting an early childhood pedagogy that would explicitly reflect current understanding of what is most beneficial to children’s development and well-being and provide a powerful potential for change. 相似文献
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The decade 1997 to 2007 was a dramatic one for Ireland. Driven by a strong economy it had low rates of unemployment and attracted a large population of immigrant workers. These changes impacted directly on family life – most particularly in the area of the education and care of young children. The recent and equally dramatic change in economic circumstances has provided an unexpected context for a significant policy shift in early childhood care and education (ECCE) which, if carefully managed, could have profound effects on young children and their families. This article considers what recent Irish ECCE policy tells us about views of children and childhoods and where Ireland stands in respect of early childhood provision; it identifies some distinctly Irish tensions and considers what the likelihood is that recent policy initiatives mark a significant move forward for those seeking high quality ECCE provision for young children. 相似文献
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I believe that the integration of people with disabilities is one of the most critical issues that the field is currently facing. It is an issue in which there is little agreement over what integration is, whether it is desirable or not, and to what degree it should occur as a policy and on an individual level. My co-authors and I strongly support the integration of people with disabilities into all aspects of society and that empirically based intervention strategies are needed to ensure that quality programming is provided for successful integration. Starting inte- gration in early childhood settings is an important point to begin efforts because children become used to having peers of differing abilities and are then more likely to be accepting of others as they get older if they receive this exposure at an early age. I highlight two important points of our article. 相似文献
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This paper explores the experiences of early intervention for three families in England. The case study research considers parental perspectives and children's experiences of early intervention: what do parents want and what are children's experiences? In particular the ways in which parents and children participate in early intervention programmes in order to support learning will be explained. Case study data includes interviews with four parents. The early intervention experiences of three children with Down Syndrome aged 3–4 years old will be described and placed within the context of early years and inclusive education policy and practice in England ( DfES, 2001, 2003a,b; 2004a; TSO, 2003; QCA, 2000 ). Recent recognition within Government policy towards increased parental involvement in the learning of young children will be considered within the context of inclusive education and early years policy and practice. The ways in which parents are encouraged to be involved in developing the learning of their children and their support from professional services will be considered. The parents’ views and experiences enable a conceptualisation of the implementation of policy and practice, in relation to the opportunities provided and the difficulties encountered. The tensions identified raise questions about whether parents are receiving the kinds of support they need and expect, and in particular whether suitable consideration has been given to the pedagogic models being applied through early intervention programmes. 相似文献
10.
Philip Gammage 《Early Years: An International Journal of Research and Development》2002,22(2):185-188
This is not an article, but a series of compressed notes which attempt to set down what the writer sees as the principal concerns highlighted in recent studies of early childhood socialisation from birth to about eight years. It draws heavily upon personal and professional experience of education and care systems in some sixteen countries as well as upon current OECD and UNESCO data. It deals with the concerns surrounding a minority of the world's children, however; that is the 10% or less, born into the rich portion of the (largely western) world. It focuses on the context surrounding the growing need for 'institutionalised' provision for children from birth in those OECD countries where divorce is common-place, where the birth rate has fallen dramatically and where, increasingly, most adult women work outside the home. It notes especially the gradual congruence of early childhood care and early education in policy and practice. It emphasises the vital contribution of appropriate early experience and learning to the creation of a humane society, briefly considers the policy preoccupations with literacy, and notes especially that the biggest single factor contributing to high quality provision lies in the quality of the professional staff concerned. 相似文献
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This article considers the relationship between policy and practice in the early childhood mathematics curriculum for reception-class (RC) children of five years in England. It explores what the policy requires RC teachers to do in terms of curriculum implementation; what RC teachers’ views and understanding of the early childhood mathematics curriculum are; how RC teachers implement early years mathematics policy; and how RC children respond. A case study design included interviews with elite participants who influenced the policy-making process, survey of RC teachers and a detailed investigation of RC classes on three school sites. As elite interviews underlined, international comparison studies have had an important influence on early childhood mathematics policies by creating top-down pressure for standards. Elites and practitioners drew attention to a tension between a play-based pedagogy and a standards agenda. Tensions in policy text were reflected in mixed and ambivalent views and reported practices by elites and practitioners. RC teachers did not merely receive and implement policy expectations but brought their own values and understandings to practice. The study reveals interplay between local and global influences in a context of changing views of early childhood, early learning and early years pedagogy. 相似文献
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Ros Fisher 《British Educational Research Journal》2012,38(2):299-317
The paper is theoretically grounded in Cultural Historical Activity Theory, which holds that human development is founded within participation in social and cultural practices. In particular, the teaching of literacy is shaped not only by the curriculum as designated by policy makers and the institution in which it is located, but also by the individuals' understanding of what literacy and learning involves and how they act to achieve their goals. The paper explores data from a project that investigated the relationship between classroom talk and the teaching of writing in six early‐years classrooms. Participants' own understandings of teaching and learning need to be taken into account by researchers and policy makers. Cultural Historical Activity Theory has been used to explore the dynamic relationship between activity at societal, institutional and individual levels. It is argued that researchers and policy makers need to take account of the wider socio‐cultural context in planning and evaluating curriculum development initiatives. 相似文献
13.
Naomi Rudoe 《British Educational Research Journal》2020,46(5):1012-1025
This article addresses the issue of ‘quality’ in early years education, with the aim of highlighting the voices of nursery school head teachers. Government early years achievement statistics display a reductive and de-contextualised focus on young children’s developmental outcomes, with measures of the percentage of 5-year-olds achieving a ‘good level of development’ at the end of the Early Years Foundation Stage. Early years practitioner understandings of ‘quality’ are more sophisticated and multi-dimensional, and yet are marginalised in debates around what constitutes ‘quality’ early years provision and around what are desired outcomes for young children and how these can be achieved. Using qualitative data from interviews with nursery school head teachers and classroom teachers from across England, the article analyses these participants’ understandings of ‘quality’ early years provision. The study finds a consensus amongst these teachers that quality provision emanates from the professional skills of staff providing education for the whole child and their wellbeing: they conceive of ‘quality’ as relating to a depth of understanding of each child as an individual, enabling the child to progress in their learning. 相似文献
14.
Tamara Cumming Jennifer Sumsion Sandie Wong 《Early Years: An International Journal of Research and Development》2015,35(1):80-95
Early childhood practice has often been described as complex in both policy documents and research literature; however, less attention has been given to exploring the nature and consequences of complexity in early childhood practice. At a time of intense policy attention in many national contexts, there is the potential for closing down, as well as for opening up conceptualisations of early childhood practice. To help keep possibilities open for multiple conceptualisations of practice, in this paper, we explore how complexity works and what it produces in early childhood practice assemblages. To do this, we draw on data fragments from research with 10 early childhood educators in NSW, Australia, and read these data with concepts from Deleuze and Guattari. We suggest four ways that our readings help articulate, and contribute to understandings of the complexity of early childhood practice. 相似文献
15.
Sally Neaum 《International Journal of Early Years Education》2016,24(3):239-253
School readiness is currently a strong focus for education policy in England. However, understanding what it means to be ready for school, and how this is reflected in policy and enacted in practice, are sites of contention. This paper explores the genesis of the current disparity in understandings in the context of the English education system. A comparison of discourses reveals how early years is informed by distinctly different discourses which, transformed into practice, require different pedagogical approaches. This disparity is theorised within Bernstein’s Pedagogic Device and Pedagogies of Competence and Performance (Bernstein, B. 2000. Pedagogy, Symbolic Control and Identity. Theory, Research, Critique. London: Rowman and Littlefield.). This provides a theoretical framework which enables articulation of how these discourses are transformed into practice and the resulting pedagogical practices which are shown to be distinctly different. The paper outlines how a politically driven change in discourse has resulted in enforced pedagogical change in early years, and considers whether this is likely to achieve the stated aim of enabling all children to be ready for school. The implications for policy and practice are discussed. 相似文献
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自20世纪80年代中期以来,我国的教育政策无论在数量还是在质量上都有很大的发展,但是,这种发展呈现出较大的波动性和非连续性,这种现象在一定程度上反映了政府意志的方向,以及控制教育改革与发展的力度的大小。本文把教育政策作为一种非常重要和独特的资源,通过教育政策的统计分析,研究了教育政策的类型、层次、性质等问题,并从数量的变化中反映教育发展的规律和内在机理,并对教育政策的发展方向进行预测。 相似文献
18.
Mathias Urban 《European Journal of Education》2012,47(4):477-481
This article examines the renewed interest in early childhood education and care in European politics, and the implications for research in changing policy contexts. Based on the policy analysis, it argues for a radical reconceptualisation of how, with and for whom, and to what end we design, conduct and interpret research in early childhood in present-day Europe. The article argues that the role of research in these contexts is much more than that of a provider of data and information that underpin evidence-based policies. Instead, as part of a critical ecology of research, practice and policy, it is an inherently political practice. 相似文献
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Martha A. S. Qorro 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(1):29-45
The issue of language of instruction (LOI) and its effects on education in Tanzanian secondary education has been widely researched since the early 1980s. In 2009, the Ministry of Education and Vocational Training proposed a new education and training policy that allows English to be used as LOI from nursery school to tertiary education. The proposed policy goes against what researchers in this area have recommended over the years. In the light of the proposed policy, the author of this article felt the need to review studies done on LOI in Tanzania from 1974 to date, aiming to eliminate or greatly reduce the negative effects of the policy on education in Tanzania. Quoting examples, the paper demonstrates students’ levels of proficiency in English; suggests reasons why governmental policy has over time ignored research findings; and recommends as well as proposes the way forward. 相似文献
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Matthew Clarke 《Discourse: Studies in the Cultural Politics of Education》2014,35(4):584-598
Quality and equity are touchstones of education policy in the twenty-first century in a range of global contexts. On the surface, this seems fitting: after all, who could object to more quality and greater equity in education? Yet what do we mean by quality and equity, and how are they related? This paper draws on Lacanian psychoanalytic theory to argue that not only are quality and equity far more complex than education policy formulations typically imply, but also that despite their elevated place in policy debates they remain elusive, serving as sublime objects that function as sites for the investment of desire, while simultaneously covering over and compensating for the ultimate impossibility of a complete and harmonious society. The paper argues that it is a result of their occupying this empty place, and through their holding out the (illusive) promise of enjoyment, rather than as a consequence of their specific or intrinsic content, that sublime objects such as equity and quality exert their particular ideological force. 相似文献