(C)old Beginnings and Technologies of Rectification in Early Years Education: The Implications for Teachers and Children with Special Educational Needs

Autor/inn/en	Done, Elizabeth J.; Andrews, Mandy J.; Evenden, Clare
Titel	(C)old Beginnings and Technologies of Rectification in Early Years Education: The Implications for Teachers and Children with Special Educational Needs
Quelle	In: International Journal of Early Years Education, 30 (2022) 2, S.434-447 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Done, Elizabeth J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2018.1547633
Schlagwörter	Foreign Countries; Students with Disabilities; Preschool Education; Early Childhood Education; Government Role; Federal Programs; Child Development; Standards; Educational Practices; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-school education; Vorschulerziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Standard; Bildungspraxis
Abstract	This paper considers varied governmental initiatives in England and their implications for early years education, including: an Office for Standards in Education (2017. "Bold Beginnings: The Reception Curriculum in a Sample of Good and Outstanding Primary Schools." Manchester: Ofsted) report entitled 'Bold beginnings' proposing curriculum changes in Reception teaching based on identified features of a small number of 'good' and 'outstanding' schools; Department of Education (2014. "Early Years: Guide to the 0-25 SEND Code of Practice." London: DfE) advice for early years providers on special educational needs; and proposals from the same department for a single statutory baseline test in Reception. All assume a linear model of child development conceived as 'progress' and reflect moves to codify all aspects of child learning and early years professional practice. An alternative view of early years education drawn from poststructuralism is suggested here that affords more scope for intuitive practice and professional judgement in a child-centred approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01