Policy-to-Practice Contexts for Early Childhood Mathematics in England

Autor/inn/en	Aubrey, Carol; Durmaz, Dondu
Titel	Policy-to-Practice Contexts for Early Childhood Mathematics in England
Quelle	In: International Journal of Early Years Education, 20 (2012) 1, S.59-77 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2012.664475
Schlagwörter	Curriculum Implementation; Mathematics Curriculum; Young Children; Foreign Countries; Educational Policy; Educational Practices; Correlation; Teacher Attitudes; Case Studies; Interviews; Surveys; Cross Cultural Studies; Early Childhood Education; Standards; Mathematics Instruction; Play; Teaching Methods; Local Issues; Global Approach; Educational Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Ausland; Politics of education; Bildungspolitik; Bildungspraxis; Korrelation; Lehrerverhalten; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Cultural comparison; Kulturvergleich; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Standard; Mathematics lessons; Mathematikunterricht; Spiel; Teaching method; Lehrmethode; Unterrichtsmethode; Globales Denken; Educational attitude; Bildungsverhalten; Erziehungseinstellung
Abstract	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. (Contains 5 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10