Osgood, J;
Robertson, L;
Sakr, M;
Wilson, D;
(2018)
In pursuit of quality: early childhood qualifications and training policy.
Journal of Education Policy
, 33
(4)
pp. 510-525.
10.1080/02680939.2017.1416426.
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Abstract
This paper aims to critique policy discourses around the pursuit of quality in early years education. Taking England as a focal point, it problematizes the use of the term ‘quality’ and attempts to standardise its meaning; highlighting the disconnect that exists between policy and practice. The paper combines discourse analysis of a small number of key government documents with a series of interviews with early years stakeholders in order to identify issues that will have resonance and can inform a much needed continuation of debates about what quality might mean. Over the course of the research it became apparent that there was considerable disquiet amongst early years practitioners with regards the current qualifications and training landscape, particularly with regards to what many viewed as ideologically-driven policy-making, not informed by proper dialogue with the sector.
| Type: | Article |
|---|---|
| Title: | In pursuit of quality: early childhood qualifications and training policy |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/02680939.2017.1416426 |
| Publisher version: | http://doi.org/10.1080/02680939.2017.1416426 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10065436 |
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