Remediating Child Poverty via Preschool: Exploring Practitioners' Perspectives in England

Autor/in	Simpson, Donald
Titel	Remediating Child Poverty via Preschool: Exploring Practitioners' Perspectives in England
Quelle	In: International Journal of Early Years Education, 21 (2013) 1, S.85-96 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2013.771327
Schlagwörter	Social Justice; Developed Nations; Foreign Countries; Neoliberalism; Social Problems; Poverty; Social Mobility; Poverty Programs; Preschool Evaluation; Interviews; Change Strategies; Public Policy; Child Welfare; Welfare Services; Sociology; Child Development; Childhood Needs; Caregiver Attitudes; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Developed countries; Industriestaat; Industrieland; Ausland; Neo-liberalism; Neoliberalismus; Social problem; Soziales Problem; Armut; Soziale Mobilität; Armenfürsorge; Interviewing; Interviewtechnik; Lösungsstrategie; Öffentliche Ordnung; Kindeswohl; Fürsorgeeinrichtung; Soziologie; Kindesentwicklung; Childhood; needs; Kindheit; Bedürfnis; Großbritannien
Abstract	Within developed countries child poverty is a social problem with significant negative effects. With a backdrop of austerity, the UK's first child poverty strategy was released in 2011. Pervaded by neo-liberal ideology this strategy identifies preschool services as key to remediating the negative effects of child poverty on children and families as a means to "unlock social mobility". Drawing on interviews with preschool practitioners working in the poorest region of England, this article provides a rare, close-up insight into how they have responded to assumptions about their role within the policy discussions and debates about child poverty. Findings reveal how those interviewed have internalised the UK Coalition government's discursive formation of child poverty and social justice. Their narratives also indicate how, alongside the child poverty strategy, "policy technology" accompanying the emergence of related reforms to the preschool sector in England and financial cuts are regulative and restrictive to practitioners' thinking and actions. Although only small scale, this research identifies challenges which will potentially prevent practitioners from creating the conditions necessary to address the effects of child poverty and ensure the Coalition government's vision of social justice in England. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10