POLICY AND GOVERNMENTALITY OF EARLY CHILDHOOD EDUCATION AND CARE IN ENGLAND
Review Article
Ključne reči:
narrative research, Foucault, governmentality, early childhood education, care policy
Apstrakt
This paper provides an overview and investigates the English Early Childhood Education and Care (ECEC) policy landscape. It introduces the political and ECEC policy history, and the development of the statutory Early Years Foundation Stage (EYFS) (DfE, 2021) framework, whose publication in 2008 was a significant milestone in ECEC in England. Twenty-two nursery workers from a variety of nursery settings were interviewed to learn what they think, know, and how this policy influences their professional practices. Foucault’s (1988) and Dean’s (1999) idea of ‘governmentality’ was used to analyze the data, as governmentality offers a way to create critical analyses of the ECEC policy that affects young children. The analysis recognizes the nursery worker's strong and often stressful relationship with government policy and highlights how policy documents mandated their work. The study also reveals that despite government regulations and guidance, most of the participants decide to continue with their professional development and enrol to study for a higher education degree.
Reference
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Moss, P. (2019) Alternative Narratives in Early Childhood. An Introduction for Students and Practitioners. London: Routledge.
Osgood, J. (2012) Narratives from the Nursery. London: Routledge.
Qualifications and Curriculum Authority [QCA] and Department for Education and Employment [DfEE] (2000) Curriculum Guidance for the Foundation Stage. London: QCA/DfEE.
Raddon, A. (2002) Mothers in the academy: positioned and positioning within discourses of the ‘successful academic’ and the ‘good mother’. Studies in Higher Education, 27(4), 387-403.Available at https://doi.org/10.1080/0307507022000011516
Readon, D., Wilson, D. & Fox Read, D. (2018) Early Years Teaching and Learning, 3rd Edition. London: Sage.
Siraj-Blatchford, I., Sylva, K., Muttock, S. Gilden, R. & Bell, D. (2002) Researching Effective Pedagogy in the Early Years (REPEY). London: DfES. Available at https://dera.ioe.ac.uk/4650/1/RR356.pdf
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B. & Elliot, K. (2003) The Effective Provision of Pre-school Education (EPPE) Project: Findings for the Pre-school Period. London: DfES. Available at https://dera.ioe.ac.uk/8543/7/SSU-SF-2004-01.pdf
Trevarthen, C. (2011) What young children give to their learning; making education work to sustain a community and its culture. European Early Childhood Education Research Journal, 19 (2), 173-193. Available at https://www.tandfonline.com/doi/abs/10.1080/1350293X.2011.574405
Urban, M., Vandenbroeck, M., Van Laere, Lazzari, A. & Peeters, J. (2012) Towards competent systems in early childhood education and care. Implications for policy and practice. European Journal of Education, 47(4), 508-526. Available at https://doi.org/10.1111/ejed.12010
Bonetti, S. (2018) The Early Years Workforce: a fragmented picture. London: Education Policy Institute. Available at https://epi.org.uk/wp-content/uploads/2018/03/EPI_-Early-Years-Workforce.pdf
Bonetti, S (2019) The Early Years Workforce in England. A comparative analysis using a Labour Force Survey. London: Education Policy Institute.
Dalli, C. & Urban, M. (2010) Professionalism in Early Childhood Education and Care. International Perspectives. London: Routledge.
Dean, M. (2010) Governmentality. Power and Rule in Modern Society, 2nd edition. London: Sage.
Department for Education and Skills (DfES) (2003) Birth to Three Matters. London: DfES
Department for Education and Skills (2005) Children’s Workforce Strategy: Building a World-Class Workforce for Children, Young Children and Families. London: DfES
Department for Children, Schools and Families [DCSF] (2007) The Impact of Parental Involvement on Children’s Education. Nottingham: DCSF.
Department for Education (2021) Statutory framework for the early years foundation stage. Setting the standards for learning, development and care for children from birth to five. Available onlinehttps://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf
Enoch, J. (2012) There's no place like the childcare center: a feminist analysis of home in the World War II era. Rhetoric Review, 31(4), 422-442.
Fairchild, N., Mikuska, E., Sabine, A. & Barton, S. (2022) The Early Childhood Education and Care sector’s perspective on the Early Childhood Studies graduate and the Early Childhood Graduate Practitioner Competencies. Project Report. University of Chichester, Chichester. Available online https://pure.port.ac.uk/ws/portalfiles/portal/52130327/University_of_Portsmouth_ECSDN_Final_report_14.5.22.pdf
Fairchild, N. & Mikuska, E. (2021) Emotional labour, Ordinary Affects and the Early Childhood Education and Care Worker. Gender Work & Organization. 28 (3), 1177-1190 https://doi.org/10.1111/gwao.12663
Foucault, M. (1988) Technologies of the self (A seminar with Michel Foucault at the University of Vermont, October 1982). In Martin, L. H. and Gutman, P. H. Hutton [Eds.] Technologies of the Self. A Seminar with Michel Foucault, Amherst: University of Massachusetts Press.
Foucault, M. (1997) Ethics, subjectivity and truth. In Rainbow, P. [Ed.] The Essential Works 1954 – 1984. Vol. 1. London: Penguin.
Foucault, M. (2001) Truth and power. In Faubion, J. D. [Ed.] Power: Essential Works of Foucault. 1954-1984 Vol.3 (111-133) London: Penguin.
Foucault, M. (2003) Society Must Be Defended: Lectures at the College De France, 1975-76. London: Penguin.
Melhuish, E. & Gardiner, J. (2018) Study of Early Education and Development (SEED): Impact Study on Early Education Use and Child Outcomes up to Age Four Years. Research Report. London: DfE.
Miller, L. (2008) Developing new professional roles in the early years. In Miller, L. and Cable, C. [Eds.] Professionalism in the Early Years (20-30). Abingdon: Hodder Education.
Mikuska, E. (2021) Nursery Workers’ Narratives: What makes a good’ nursery worker. (Unpublished Thesis) Available at https://repository.londonmet.ac.uk/6893/1/MikuskaEva_Thesis-2021.pdf
Mikuska, E. & Fairchild, N. (2020). Working with (post)theories to explore embodied and unrecognised emotional labour in English Early Childhood Education and Care (ECEC). Global Education Review. 7(2), 75-89. Available online https://ger.mercy.edu/index.php/ger/article/view/539
Moss, P. (2006) Structures, understandings and discourses: possibilities for re-envisioning the early childhood worker. Contemporary Issues in Early Childhood, 7 (1), 30-41. Available at https://journals.sagepub.com/doi/pdf/10.2304/ciec.2006.7.1.30
Moss, P. (2010) We cannot continue as we are: the educator in an education for survival. Contemporary Issues in Early Childhood, 11(1), 8-19.Available at https://journals.sagepub.com/doi/pdf/10.2304/ciec.2010.11.1.8
Moss, P. (2017) What place for “care” in early childhood policy? In Miller, L., Cameron, C., Dalli, C. and Barbour, N. [Eds.] The SAGE Handbook of Early Childhood Policy (256-267). London: Sage.
Moss, P. (2019) Alternative Narratives in Early Childhood. An Introduction for Students and Practitioners. London: Routledge.
Osgood, J. (2012) Narratives from the Nursery. London: Routledge.
Qualifications and Curriculum Authority [QCA] and Department for Education and Employment [DfEE] (2000) Curriculum Guidance for the Foundation Stage. London: QCA/DfEE.
Raddon, A. (2002) Mothers in the academy: positioned and positioning within discourses of the ‘successful academic’ and the ‘good mother’. Studies in Higher Education, 27(4), 387-403.Available at https://doi.org/10.1080/0307507022000011516
Readon, D., Wilson, D. & Fox Read, D. (2018) Early Years Teaching and Learning, 3rd Edition. London: Sage.
Siraj-Blatchford, I., Sylva, K., Muttock, S. Gilden, R. & Bell, D. (2002) Researching Effective Pedagogy in the Early Years (REPEY). London: DfES. Available at https://dera.ioe.ac.uk/4650/1/RR356.pdf
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B. & Elliot, K. (2003) The Effective Provision of Pre-school Education (EPPE) Project: Findings for the Pre-school Period. London: DfES. Available at https://dera.ioe.ac.uk/8543/7/SSU-SF-2004-01.pdf
Trevarthen, C. (2011) What young children give to their learning; making education work to sustain a community and its culture. European Early Childhood Education Research Journal, 19 (2), 173-193. Available at https://www.tandfonline.com/doi/abs/10.1080/1350293X.2011.574405
Urban, M., Vandenbroeck, M., Van Laere, Lazzari, A. & Peeters, J. (2012) Towards competent systems in early childhood education and care. Implications for policy and practice. European Journal of Education, 47(4), 508-526. Available at https://doi.org/10.1111/ejed.12010
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03. 03. 2023.
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