Preparing early childhood educators for global education: the implications of prior learning

This paper outlines the increasing cultural diversity of Australia’s education settings and explicates the global education movement and the new Australian Early Years Learning Framework. It discusses the implication of these factors for early childhood education practice and early childhood teacher education. The key research question considered in this paper is what prior learnings do early childhood educators utilise to consider global education? Data are presented on a research project that explores the prior learning of pre‐service early childhood educators at a major Australian university. The paper shows that, unlike primary and secondary pre‐service teachers, most early childhood education pre‐service teachers have significant professional experiences in educational settings. These prior experiences have a significant impact on pre‐service early childhood educators’ knowledge, beliefs and attitudes in the area of global education and align strongly with the global education curriculum movement and new national curriculum.     

Flight turbulence: the stormy professional trajectory of trainee early years’ teachers in England

This paper documents trainees’ ‘flight turbulence’ as they negotiate the complexities that lie between ‘the self’ and the securing of Early Years Teaching Status in England. Early Years Teachers, besides teaching, are expected to lead improvements to the quality of provision. However, drawing on interview data, an impasse is discerned where ideas meet instrumental policy in practice. Trainees are often unable to reshape the meeting of theory, policy and practice, and struggle in finding teaching approaches which they are comfortable with ethically. Drawing on Holland et al.’s concept of ‘figured worlds’, it is suggested that the development of theory-informed practice should not be seen as a solitary task for the student but as a dialogic though difficult conversation involving the student, university staff and placement practitioners. Dialogism is seen as requiring persistence but as offering opportunities for beginning early years’ teachers, with support from teacher educators and experienced practitioners, to negotiate the challenging spaces between policy, theory and beliefs as they seek to construct, deconstruct and reconstruct ethical professional identities for themselves.     

Getting it right from the start: developing a service delivery model for non‐maintained early years settings

In this paper, the author explores how Educational Psychology Services might respond to the requirement that they now deliver a service to all validated Early Years settings. In doing so, current service delivery to schools is critically examined and a number of difficulties identified. Five key elements to the development of such a service are propounded, in order to avoid the inherent difficulties identified in schools. These include elements that are under the direct control of educational psychologists and others that are of a more systemic nature. The paper concludes that although following such steps should lead to the development of a much improved model of service delivery, wider elements such as the nature of private provision and the legacy of previous educational psychologist practice may represent a threat to this development. As such, these areas present much scope for further investigation.     

Making and being made: wise humanising creativity in interdisciplinary early years arts education

This paper focuses on how wise humanising creativity (WHC) is manifested within early years interdisciplinary arts education. It draws on Arts Council-funded participatory research by Devon Carousel Project and University of Exeter’s Graduate School of Education. It is grounded in previous AHRC-funded research, which conceptualised WHC in the face of educational creativity/performativity tensions. WHC articulates the dialogic embodied inter-relationship of creativity and identity – creators are ‘making and being made’; they are ‘becoming’. The research used a qualitative methodology to create open-ended spaces of dialogue or ‘Living Dialogic Spaces’ framed by an ecological model to situate the team’s different positionings. Data collection included traditional qualitative techniques and arts-based techniques. Data analysis involved inductive/deductive conversations between existing theory and emergent themes. Analysis indicated that ‘making and being made’, and other key WHC features were manifested. We conclude by suggesting that WHC can help develop understanding of how creative arts practice supports the breadth of young children’s development, and the role of the creativity-identity dialogue within that, as well as indicating what the practice and research has to offer beyond the Early Years.     

Left Alone: end time for Marxist educational theory?

This paper provides an external account of the demise of the ‘old’ Marxist educational theory flowing from social reproductionism/ resistance theory. Five developments are explored in terms of how they have undercut the ‘old’ educational Marxism: hyper‐academicism; dislocations/disjunctions between theory and practice; the postmodern challenge; the new liberal ‘Left’ challenge; and, the ‘death of Marxism’ syndrome. The first two elements form the basis of some important ‘lessons’ for the revitalisation of Marxist perspectives on education. It is also argued that, although the five trends and developments have posed a serious challenge for the ‘old’ Marxist educational theory, nevertheless, it will probably circulate for some time‐‐given revivals, revisits, and as a source of easy criticism for anti‐Marxists. Finally, there has been a recent flowering of new approaches to theorising education from a Marxist perspective, which this paper maps out.     

Review of the visiting teachers service for children with hearing and visual impairment in supporting inclusive educational practice in Ireland: examining stakeholder feedback through an ecological systems theory

In line with recent developments in inclusive practice in Ireland, children with sensory needs are increasingly educated in mainstream rather than specialist provision. Educational supports are provided by a range of practitioners and include input from the visiting teachers service for children with hearing and visual impairment. This paper reports on findings from the first national review of the service. The review process included desktop research, meetings with a range of key stakeholders as well as a national invitation for written submissions (n = 1372). The findings serve to illustrate the multi-faceted nature of the role of the specialist teachers who work in the service and the range of influences that impact on their work in facilitating inclusive educational practice. To support a holistic analysis of their role, an ecological systems theory is drawn upon as a lens through which to examine the inclusive educational ‘supports’ identified within the review. Mapping the array of educational supports onto an ecological systems theory enables an appreciation of the multiple sources of influence and interconnections in relation to the role. The paper has significance for service providers seeking a theoretical framework that affords potential for comparison of activities across professional roles, settings and contexts.     

Classroom conditions to secure enjoyment and achievement: the pupils' voice. Listening to the voice of Every child matters

This paper argues that pupil voice and the active engagement of pupils in shaping their own educational experience are integral to the success of the ‘Enjoy and Achieve’ strand of the Every child matters: Change for children programme. Through accessing the voice of Key Stage 2 pupils, insight was gained into what pupils believe to be the ideal ‘classroom conditions’ which enable them to enjoy and achieve at school. Pupil voice was accessed using an innovative form of group interview incorporating an Ishikawa or fishbone tool. The data was collected from 180 pupils, from Years 3–6 (aged 7–11) in a UK Junior school. The findings identify eight ‘classroom conditions’ which pupils see as being critical for them to be able to enjoy and achieve at school. Two of these ‘classroom conditions’ do not appear to be supported by previous research.     

Developments in UK early years policy and practice: can they improve outcomes for disadvantaged children?

Despite strenuous attempts made by the New Labour government in the UK to progress towards its goal of eradicating child poverty by 2020, educational outcomes for disadvantaged children remain depressed compared to those of more advantaged children. The fact that children from poorer socio‐economic backgrounds are at much greater risk of language delay, which is a key predictor of poorer educational outcomes, indicates that there is a fundamental need to enhance the language abilities of these children in their early years in order to improve educational progress. This paper discusses the extent to which two new major UK policy initiatives may impact on this situation, namely the introduction of the Early Years Foundation Stage, a new curricular framework for children aged from birth to five, and the development of the Early Years Professional role, seen as key to the implementation of this framework. The discussion concludes that due to insufficiently rigorous conceptual underpinnings, especially in the area of language and communication, these innovations seem unlikely to deliver the type of language‐enriched preschool environments necessary to enhance the linguistic capabilities of the poorest children in UK society.     

The impact of professional development on early childhood educators’ confidence,understanding and knowledge of education for sustainability

In recent times, Australia has recognised and enacted a range of initiatives at service, system and community levels that seek to embed sustainability into the early childhood sector. This paper explores the impact of a professional development (PD) session that provided opportunities for early childhood educators to learn and share ideas about the theory and practice of sustainability generally and early childhood education for sustainability (ECEfS) specifically. The PD was entitled ‘Living and Learning about Sustainability in the Early Years’ and was offered on three occasions across Tasmania. A total of 99 participants attended the three PD sessions (one 5 hour; two 2 hour). The participants had varying levels of experience and included early childhood teachers, centre based educators and preservice teachers. At the start and end of the PD, participants were invited to complete a questionnaire that contained a series of likert scale questions that explored their content knowledge, level of understanding and confidence in regards to ECEfS. Participants were also asked at the start and end of the PD to ‘list five words you think of when you consider the word sustainability.’ A model of teacher professional growth was used to conceptualise the results related to the changes in knowledge, understanding and confidence (personal domain) as a result of the PD related to ECEfS (external domain). The likert-scale questions on the questionnaire revealed significant positive changes in levels of knowledge, understanding and confidence from the start to the end of the PD. Differences as a function of length of PD, level of experience and role are presented and discussed. The ‘5 words’ question showed that participants widened their understandings of ECEfS from a narrow environmental focus to a broader understanding of the social, political and economic dimensions. The early childhood education and care (ECEC) sector has been characterised as having a pedagogical advantage for EfS suggesting that early childhood educators are well placed to engage with EfS more readily than might educators in other education sectors. This article argues that PD is necessary to develop capability in educators in order to meet the imperatives around sustainability outlined in educational policy and curriculum documents in ECEC.     

Little changes,big results: the impact of simple changes to early years learning environments

The Strengthening Foundations of Learning (SFL) project is an early years CPD intervention and part of the wider Preparing for Life (PFL) Initiative in an area of urban disadvantage in Dublin, Ireland. Working within the context of the Aistear curriculum framework, and building on research evidence on the importance of practitioners to quality Early Childhood Education (ECE), the primary aim of the project is to improve the quality of early years practice. The two-year project provides a complex training and mentoring programme to educators in order to deliver ‘the best outcomes for children’. This paper presents findings from the evaluation of the ‘learning environment’ strand. The findings indicate that the embedded nature of CPD used in the SFL project has resulted in positive changes in early years practice and pedagogical language. Mid-term results suggest that participants are providing improved early learning environments and responding to learning opportunities in a more focused and informed way.     

Ready for Reception? The advantages and disadvantages of single‐point entry to school

This paper arose out of a research brief undertaken for a UK local education authority that is currently considering the option of introducing a policy of single‐point entry for Reception children. This increasing trend has particular significance in the light of dramatic changes in the early years sector, not least the proposals for a new Early Years Foundation Stage curriculum (EYFS). It seems timely to revisit, again, the contentious issue of school starting age in the UK, notably the prevalence of 4‐year‐olds in Reception classes. The paper reviews much of the literature on school starting age, along with related research, and evaluates the findings in the light of the current context. It would seem that an early start to education does appear to be beneficial for young children, but the age at which they start may have potentially negative consequences if they are placed in an environment that is not suited to their developmental needs. The question is not so much ‘Are 4‐year‐olds ready for school?’, but ‘Is the school ready for 4‐year‐olds?’.     

Reframing leadership as a participative pedagogy: the working theories of early years professionals

Traditional notions of leadership are at odds with the pedagogy and ethos of Early Childhood Education and Care (ECEC), prompting increasing international concern to develop new understandings which are better suited and create greater leadership capacity. The introduction of the Early Years Professional (EYP) in England, as a leader of practice without association with an organisational position, gave impetus to the idea of pedagogic leadership. This paper draws on two qualitative studies to examine the working theories of EYPs in leading practice to discover how they interpret and apply their professional purpose. An interpretive approach was adopted to develop patterns of meaning from practitioner stories which show an emerging notion of leadership founded on ‘passionate care’ to improve the education and well-being of young children. Such leadership can be exercised regardless of positional role as it does not operate through authority but from moral purpose and it seeks to release agency for change with others by building trusting relationships. This provides scope to reconceptualise leadership in ECEC as a participative pedagogy which could generate greater leadership capital if embedded into professional development.     

Reviewing and developing a psychological service’s response to managing behavioural difficulties through action research

Educational or school psychologists (EPs/SPs) can offer support with behaviour concerns at the levels of individual, group or organisation. Their practices, whilst being psychologically based, must be responsive to local contexts and needs. To explore behaviour practice in a real-world context, and to consider how development in this domain might occur during the adoption of a “part-traded” service delivery model, an empirical investigation was conducted within one English local authority (LA) educational psychology service (EPS). Using an action research model, data were gathered through a focus group with six EPs and an interview with the Principal EP (PEP). Current behaviour practices, psychological approaches and future development priorities were identified, as well as perceived facilitators and barriers to change and the EPs’ reflections on professional development through research participation. Implications for EP practice and future research are considered.     

Moving from best practice to next practice: some deliberations on educational leadership

This paper begins from the premise that the challenges characterising the contemporary education environment call for more flexible approaches to leadership than the traditional reliance on codified knowledge. These more flexible approaches are likely to involve new ways of learning, dispositions and behaviours, which enable educational leadership to progress from ‘best practice’ to ‘next practice’. The paper, therefore, has two main aims. First, it seeks to illuminate a potential modus operandi for contending with the complex challenges that have become integral to the landscape of educational leadership. Second, it seeks to encourage consideration of the implications of this modus operandi for processes of leadership thinking, learning and development. For this purpose, the nature of the challenges purported to define the landscape of educational leadership now and into the future is first discussed. This is followed by an examination of three interrelated leadership concepts in enabling appropriate judgements to be made in dealing effectively with highly complex circumstances, namely, ‘phronesis’, ‘contextual intelligence’ and ‘negative capability’. The paper concludes by discussing the circumstances within the professional milieu that either constrain or promote the kind of educational leadership that is deemed to be required for embracing the three concepts in question.     

Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

This paper explores the ideology of social justice through links between equality and equity within Early Years and what remain the challenges for leadership. Questionnaires and interviews in English multi-cultural and mono-cultural schools with Early Years age phases were conducted. The findings showed that the ideology of social justice, equality and equity was interpreted differently in each Early Years setting. The multi-cultural schools used a variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum in contrast to the mono-cultural schools. In mono-cultural schools however, leadership had to be more creative in promoting equality and equity, given the smaller proportion of their diverse pupil and staff population. Our conclusions suggest that most schools are struggling initially with implementing the current changes in Early Years, therefore their vision for permeating this curriculum with an equality and equity focus is at the early stages.     

Productive pedagogies and the challenge of inclusion

Julie Allan is Professor of Education at the Institute of Education, University of Stirling, where she also directs the Participation, Inclusion and Equity Research Network. In this article, she explores the challenges involved in achieving an inclusive education system. Her argument draws on recommendations from two separate studies, undertaken in Queensland, Australia and Scotland, which are attempting to shape inclusion policy and practice. The Queensland School Reform Longitudinal Study identified a set of productive pedagogies in which issues of social justice, equity and inclusion are foregrounded. The Scottish Parliamentary Inquiry into special needs, to which Professor Allan was adviser, recommended a number of changes aimed at establishing an inclusive education system for all pupils. Comparisons of the two sets of recommendations, which formed the basis of a series of workshops with teachers, school leaders and administrators within Education Queensland, have prompted two major questions which are addressed in this paper: what gets in the way of inclusive practice and what will it take to be inclusive? Julie Allan's responses to these questions take account of the ways in which we think about ‘special education’ teacher training and professional development; and educational policies and practices. She represents a fascinating set of ‘double‐edged responsibilities’ that will challenge practitioners, policy makers and teacher educators to refocus and reframe their thinking about special educational needs and inclusion.     

Action research as a practice‐based practice

Action research changes people’s practices, their understandings of their practices, and the conditions under which they practice. It changes people’s patterns of ‘saying’, ‘doing’ and ‘relating’ to form new patterns – new ways of life. It is a meta‐practice: a practice that changes other practices. It transforms the sayings, doings and relating that compose those other practices. Action research is also a practice, composed of sayings, doing and relating. Different kinds of action research – technical, practical and critical – are composed in different patterns of saying, doing and relating, as different ways of life. This paper suggests that ‘Education for Sustainability’, as an educational movement within the worldwide social movement responding to global warming, may be a paradigm example of critical action research.     

The use of structuration theory to conceptualize alternative practice in education: the case of private school outreach in India

This paper contributes to arguments for the potential of Giddens’ structuration theory in educational research. It illustrates how ‘conceptual schemes’ from structuration theory were applied to the author’s empirical research on a type of alternative educational practice in India, ‘private school outreach’. It shows how Giddens’ concepts of ‘social system’, ‘structure’ and ‘agency’ helped to conceptualize private school outreach, and how ‘constraint’ and ‘ontological security’ offered explanations of apparent contradictions in private school outreach practice within the context of the reasons and motivations of actors. It also argues that when schools attempt to do things differently, contradictions may occur because the same ‘rules and resources’ that are drawn on in the production of alternative practice are drawn on in the reproduction of practice. Finally, acknowledging the debates around structuration theory, some of its key criticisms are addressed in relation to the empirical application.     

Education for older adults

The developments and changes in the concept of ‘education for older adults’ during the last two decades are reviewed in this article. The origin of the terms ‘third age’ and ‘educational gerontology’ are discussed also and the issue of non-legitimation is raised.     

Critical readings: progress files and the production of the autonomous learner

Progress files represent a major policy initiative involving the use of Personal Development Planning (PDP) aimed at the production of autonomous learners who are capable of planning for their own career and personal futures. The paper is organized in three parts and argues for a more critical approach, which locates PDP as part of broader shifts within educational policy and practice. The first part of the paper explores the lack of conceptual clarity associated with the term PDP. It argues that ‘evidence’ of ‘what works’ is unlikely to yield useful knowledge for practitioners as long as this evidence is based on untheorized accounts of PDP. The second part of the paper explores the concept of reflection, which underpins PDP, and argues for greater critical engagement with the conditions of reflection and an understanding of the limitations of reflection. The final part of the paper takes up the broader theme of individualization and returns to the major theme of the paper that the sorts of autonomy that are assumed in the practices of PDP are neither neutral nor an accomplished fact.