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Recontextualising 'Play' in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice

Rogers, S; Lapping, C; (2012) Recontextualising 'Play' in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice. British Journal of Educational Studies , 60 (3) pp. 243-260. 10.1080/00071005.2012.712094. Green open access

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Abstract

This paper traces the way discourses within early years policy and practice impose meanings onto the signifier 'play'. Drawing on Bernstein's conceptualisation of recontextualising strategies, we explore how these meanings regulate troubling excesses in children's 'play'. The analysis foregrounds an underlying question about the hold the signifier 'play' maintains within discourses that appear antithetical to traditional understandings of 'play'. © 2012 Copyright 2012 Society for Educational Studies.

Type: Article
Title: Recontextualising 'Play' in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/00071005.2012.712094
UCL classification: UCL
UCL > Provost and Vice Provost Offices
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 - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/1500267
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