Ready, Steady, Learn: School Readiness and Children's Voices in English Early Childhood Settings

Autor/inn/en	Brooks, Elspeth; Murray, Jane
Titel	Ready, Steady, Learn: School Readiness and Children's Voices in English Early Childhood Settings
Quelle	In: Education 3-13, 46 (2018) 2, S.143-156 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murray, Jane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2016.1204335
Schlagwörter	Foreign Countries; School Readiness; Early Childhood Education; Preschool Children; Case Studies; Childhood Attitudes; Questionnaires; Semi Structured Interviews; Child Caregivers; Caregiver Attitudes; Educational Practices; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Case study; Fallstudie; Case Study; Fragebogen; Caregiver; Caregivers; Carer; Kinderbetreuung; Bildungspraxis
Abstract	Internationally, school readiness is increasingly the rationale for early childhood education and care (ECEC). This is the case in England, yet the statutory English Early Years Foundation Stage framework for children 0-5 years also requires practitioners to listen to children's voices: discourse indicates dissonance between school readiness and listening to children's voices so this paper discusses an intrinsic case study that investigated beliefs and practices of 25 practitioners in the English midlands regarding school readiness and listening to children's voices. In survey responses and semi-structured interviews, practitioners indicated they listen to--and act on--children's voices but are confused about school readiness; their beliefs and practices align more strongly with social pedagogy than pre-primary schoolification. Findings carry messages for policy-makers regarding the need for coherent policy concerning the purpose of ECEC, with practitioner training and a framework aligned fully with that policy. A larger study is indicated. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01