Competing Interests and Discourse in Early Childhood Pedagogy and Practice in the UK

Carroll-Meehan, Catherine J and Nugent-Jones, Mikaela and Wills, Ruth and Wolniakowska-Majewska, Zofia and Brie, Jane and Kerr, Linda (2024) Competing Interests and Discourse in Early Childhood Pedagogy and Practice in the UK. In: Early Childhood Pedagogical Practices across the World: Selected Case Studies on the Role of Teachers for Learning and Care. Springer, Singapore. (Accepted for Publication)

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Abstract

The UK has a long tradition of educating young children. Its location in Europe has meant that they have influenced and been influenced by other approaches. This chapter presents a snapshot of current values that underpin practice in the four nations and provides some examples of practice that demonstrate how children’s learning and development is facilitated. There are inherent tensions in the UK's four nations' care and education system because of its complexity. For example, early childhood education has a strong link to ‘protecting’ children from harm and the economic benefit of enabling children to be productive members of society and reducing the effects of poverty and disadvantage. Additionally, this is seen through contrasting practices between play-based curricula and the pressure on early years educators to ensure children are ‘ready’ for formal education. This chapter will illustrate how the Early Years Foundation Stage in England and other curriculum frameworks in Northern Ireland, Scotland and Wales are similarly and differently underpinning pedagogical practices

Item Type:	Book Section
Keywords:	School readiness, Pedagogy and Play, Assessment, Identification of children with additional needs, UK
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Cate Carroll-Meehan
Date Deposited:	22 Mar 2024 11:36
Last Modified:	08 Nov 2024 11:53
URI:	https://hira.hope.ac.uk/id/eprint/4169

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