Good in Theory, Bad in Practice: Practitioners' Perspectives on the Early Years Pupil Premium in England

Autor/in	Brown, Zeta
Titel	Good in Theory, Bad in Practice: Practitioners' Perspectives on the Early Years Pupil Premium in England
Quelle	In: Early Child Development and Care, 190 (2020) 9, S.1359-1370 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1536049
Schlagwörter	Early Childhood Education; Foreign Countries; Educational Policy; Achievement Gap; Preschool Children; School Administration; Disadvantaged; Eligibility; School Readiness; Early Intervention; Administrator Attitudes; Financial Support; United Kingdom (England) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Politics of education; Bildungspolitik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Eignung; Readiness for school; School ability; Schulreife; Finanzielle Förderung
Abstract	The paper investigates practitioners' perspectives on the Early Years Pupil Premium (EYPP) in England. The paper considers what practitioners in one Local Authority (LA) think now that the funding has passed its infancy. Specifically, does EYPP funding help 'close the gap' for disadvantaged 3- to 4-year olds? Q-methodology was used to identify practitioners' shared perspectives and gather quantifiable data from highly subjective viewpoints. In total, the study investigated 19 practitioners' perspectives; all were owners or managers in 19 different settings across one LA. The findings show that practitioners are experiencing administration and eligibility issues that hinder the effectiveness of the funding for disadvantaged children. The paper includes suggestions for improvements that include extending the eligibility criteria and providing more autonomy to practitioners to apply on behalf of children in their care. It concludes that EYPP funding is currently not working effectively for all of the participants in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01