"Seen but Not Heard." Practitioners Work with Poverty and the Organising out of Disadvantaged Children's Voices and Participation in the Early Years

Autor/inn/en	Simpson, Donald; Loughran, Sandra; Lumsden, Eunice; Mazzocco, Philip; Clark, Rory McDowall; Winterbottom, Christian
Titel	"Seen but Not Heard." Practitioners Work with Poverty and the Organising out of Disadvantaged Children's Voices and Participation in the Early Years
Quelle	In: European Early Childhood Education Research Journal, 25 (2017) 2, S.177-188 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2017.1288014
Schlagwörter	Young Children; Poverty; School Readiness; Disadvantaged Youth; Resilience (Psychology); Early Childhood Education; Child Care; Preschool Teachers; Child Caregivers; Achievement Gap; Mixed Methods Research; Foreign Countries; Surveys; Phenomenology; Intervention; Attitude Measures; United Kingdom (England); New York (New York); Ohio + Suchen Sie Ihr Suchwort? Frühe Kindheit; Armut; Readiness for school; School ability; Schulreife; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Caregiver; Caregivers; Carer; Child; Children; Ausland; Survey; Umfrage; Befragung; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	Living in poverty disadvantages young children reducing school readiness. "Pedagogy of listening" can potentially support resilience remediating against poverty's negative effects. Little, though, is known about how early childhood education and care (ECEC) practitioners work with children in poverty and the attainment gap between such children and their peers remains significant within England and the US. This article reports research using a mixed methodology which explored these issues in localities across both these countries. We argue a dominant technocratic model of early years provision in these contexts creates normalisation and diversity reduction. This, and austerity measures, stymie pedagogical space and practice organising out listening to children in poverty. We suggest this may help explain why the attainment gap remains so stubbornly resistant to reduction across these countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01