Talking heresy about 'quality' early childhood education and care for children in poverty
Document Type
Article
Publication Date
2-1-2018
Abstract
This paper considers the socially progressive function of a model of 'quality' early childhood education and care widely prescribed to address child poverty across England and the USA. Ubiquitous, it is imbued with a sense of objectivity, secureness and practicality. We question these foundations. Then using data from practitioners in both countries, we contrast expectations about this model of ECEC as an unmitigated good building resilience to 'break cycles of disadvantage', with the everyday experiences and frustrations of practitioners pursuing it. Their data suggest this model of 'quality' has limitations and some heresy is required about this policy orthodoxy.
Publication Title
Journal of Poverty and Social Justice
Volume
26
Issue
1
First Page
3
Last Page
18
Digital Object Identifier (DOI)
10.1332/175982717X15087735299368
ISSN
17598273
E-ISSN
17598281
Citation Information
Simpson, Loughran, S., Lumsden, E., Mazzocco, P., McDowall Clarke, R., & Winterbottom, C. (2018). Talking heresy about “quality” early childhood education and care for children in poverty. The Journal of Poverty and Social Justice : Research, Policy, Practice, 26(1), 3–18. https://doi.org/10.1332/175982717X15087735299368