Aspirations and Actions: Early Childhood from Policy to Practice in Scotland

Autor/in	Dunlop, Aline-Wendy
Titel	Aspirations and Actions: Early Childhood from Policy to Practice in Scotland
Quelle	In: International Journal of Early Years Education, 23 (2015) 3, S.258-273 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2015.1074559
Schlagwörter	Foreign Countries; Educational Policy; Aspiration; Educational Change; Change Agents; Public Policy; Labor Force; Competence; Poverty; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Streben; Bildungsreform; Öffentliche Ordnung; Labour force; Arbeitskraft; Erwerbsbevölkerung; Kompetenz; Armut
Abstract	This paper explores early childhood experience in Scotland in terms of how readily the aspirations of policy convert to day-to-day practices. Ambitions to improve the lives of children and families have been high on the political agenda. Policy may be understood as a tool that aims to influence childhood experience in positive ways. If this is to be so, then the processes that effect change and their limitations need to be understood better, as do the underpinning values and assumptions. The workforce is at the heart of the endeavour to put policy aspirations into action: they are considered to be agents of change. In exploring such issues this paper draws on a policy-based functional analysis of the children's workforce [Dunlop, A.-W., L. Seagraves, S. Henderson, J. Henry, J. Martlew, and J. Fee. 2011. "A Policy-Based Functional Analysis of the Children's Workforce". For Scottish Government: Children and Young People Social Care Directorate, Workforce and Capacity Issues Division] and on policy developments since. The paper therefore discusses Scottish policy aspirations for young children and their families, the contribution of the workforce to achieving those aspirations and asks if staff competence in itself is sufficient to ensure policy delivery for all in a climate where child poverty continues to contribute to unequal lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01