Early Years Practitioners' Personal and Professional Narratives of Poverty

Autor/in	Lyndon, Sandra
Titel	Early Years Practitioners' Personal and Professional Narratives of Poverty
Quelle	In: International Journal of Early Years Education, 30 (2022) 2, S.235-248 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2020.1782175
Schlagwörter	Foreign Countries; Preschool Teachers; Public Policy; Poverty; Social Services; Teacher Attitudes; Parents; Empathy; Teacher Student Relationship; Parent Teacher Cooperation; Low Income Groups; Preschools; Child Care Centers; Teacher Characteristics; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Öffentliche Ordnung; Armut; Social service; Soziale Dienstleistung; Soziale Dienste; Lehrerverhalten; Eltern; Empathie; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung
Abstract	Early years practitioners are central to UK government policy in alleviating poverty in early childhood. The significant level and rise in child poverty rates suggest that their role is becoming increasingly important in supporting families on low incomes. Paradoxically, cuts to children's services under austerity policies and the low pay and status associated with working in early years sector means that many practitioners are likely to be vulnerable to poverty themselves. However, government policy has failed to recognise that practitioners who are charged with supporting families in poverty may at the same time be experiencing in-work poverty. Drawing on a narrative study with 38 early years practitioners in the south-east of England this paper addresses how practitioners' personal and professional lives shape their understandings of poverty. Findings suggest that practitioners' personal experiences of childhood, motherhood and personal poverty play a part in shaping their understandings of poverty and to what extent they are able to recognise and empathise with others. It is recommended that how practitioners are positioned and how they position others within discourses of poverty needs to be addressed if practitioners are to effectively support families on low incomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01