'What Works' and for Whom? "Bold Beginnings" and the Construction of the School Ready Child

Autor/in	Kay, Louise
Titel	'What Works' and for Whom? "Bold Beginnings" and the Construction of the School Ready Child
Quelle	In: Journal of Early Childhood Research, 20 (2022) 2, S.172-184 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kay, Louise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X211052791
Schlagwörter	School Readiness; Foreign Countries; Mathematics Instruction; Reading Instruction; Writing Instruction; Preschool Education; Educational Policy; Child Development; Elementary Education; At Risk Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Ausland; Mathematics lessons; Mathematikunterricht; Leseunterricht; Schreibunterricht; Pre-school education; Vorschulerziehung; Politics of education; Bildungspolitik; Kindesentwicklung; Elementarunterricht
Abstract	School readiness is a dominant discourse in current policy agendas in UK and international contexts, fulfilling a range of goals such as providing children with the 'best start in life' by breaking the cycle of poverty, and preparing children for formal learning in compulsory education. Focussing on the school readiness agenda in England, this paper interrogates how the local touchdown of international policy formulations influences policy at country-level. It is argued that the emphasis on teaching Mathematics, Reading and Writing as a way of readying children for school raises concerns over the formalisation of pedagogy and curriculum in the Reception year (aged 4-5), in preparation for the transition to Year One of the National Curriculum. Using Hyatt's Critical Discourse Policy Analysis Frame (CPDAF) this paper examines how the Office for Standards in Education (OfSTED) report 'Bold Beginnings' further strengthens the policy discourse that establishes Reception as a site for school readiness through a discursively constructed narrative of 'what works'. Based on the analysis, the paper then questions whether the 'what works' OfSTED agenda works for teachers and children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01