Book review

Philosophy of Educational Research Richard Pring (2000), London and New York: Continuum.     

Implementing a play‐based and developmentally appropriate curriculum in Northern Ireland primary schools: what lessons have we learned?

In the United Kingdom tensions have existed for many years between the pedagogical traditions of pre‐school, which tend to adopt developmentally oriented practices, and the more formal or subject‐oriented curriculum framework of primary school. These tensions have been particularly acute in the context of Northern Ireland, which has the earliest school starting age throughout Europe. In response to international research evidence and practice, a play‐based and developmentally appropriate curriculum, known as the Enriched Curriculum (EC), was introduced as a pilot in Year 1 and 2 classes in over 100 primary schools in Northern Ireland between 2000 and 2002 and continued until the Foundation Stage became statutory for all primary schools in 2007. This paper outlines four key lessons that have been learned from the first four years of the evaluation of this experience. These include the value and the meaning of a play‐based curriculum; the importance of teachers’ confidence and knowledge; teaching reading in a play‐based curriculum; and easing transitions in a play‐based curriculum.     

Is reported childhood sexual abuse associated with the psychopathological characteristics of patients who experience auditory hallucinations?

OBJECTIVE: The aim of this study was to determine whether reported childhood sexual abuse is related to the severity of symptoms in patients who experience auditory hallucinations. METHOD: A sample of 26 adult male and females with psychotic disorders involving auditory hallucinations were interviewed and were asked to complete three self-report measures: the Dissociative Experiences Scale (DES-II and DES-taxon versions); the Beck Depression Inventory (BDI); and the Beliefs About Voices Questionnaire (BAVQ). They were also asked about any history of sexual abuse in childhood. RESULTS: A history of childhood sexual abuse was reported by 10 of the 26 patients (38.5%), and was associated with higher levels of depression and dissociation, as well as being linked to a tendency to regard the voices as more malevolent. The same three features were all associated with the age at first reported abuse, with a younger age of first experience being related to higher levels of psychopathology in all instances. CONCLUSIONS: These results require replication and refinement in future research, but indicate a need for greater attention to be paid to the possible role of childhood sexual abuse when understanding and treating auditory hallucinations.     

Beyond Relative Autonomy Theories of the State in Education

This paper argues against C. Fritzell's claim that relative autonomy theory “has substantial potential within the sociology of education”. It is argued that the inconsistencies in both conception and application of this approach have led to the virtual omission of the sphere of the state from the neo‐Marxist sociology of education. This omission seriously limits research into the politics of education and leads to analyses that are over‐generalised or reductionist, and which tend to make untestable assertions about the relationship between state structures and state agents. The notions of ‘limits’ and ‘capacity’ are examined as being possible analytic tools to promote more adequate reconceptualisations of the state in education.     

Enchanting a disenchanted child: revolutionising the means of education using Information and Communication Technology and e‐learning

The Department for Education and Skills currently shows a high regard for the potential of technology transforming the British education system. Government White papers demonstrate e‐learning‐based unification strategies that reinforce the message that introducing Information and Communication Technology (ICT) will raise standards in schools. This paper examines the effect of these developments on teachers and pupils, and questions the government’s motivation for change. The introduction of ICT has not been complemented by increased levels of effective professional development for teaching staff in the pedagogy of ICT across the curriculum and may have merely served to reinforce the generational digital divide. In attempting to enchant the pupils, the government may have alienated the teachers. This paper suggests that the Department for Education and Skills should place more emphasis on developing strategies and providing funding for solutions to gaps in the professional development of teachers in their pedagogical understanding of ICT across the curriculum.     

Problematic placement: pathways pre-service teachers’ perspectives on their infant/toddler placement

The inclusion of an infant/toddler placement in a ‘pathways’ early childhood teaching degree, where students already have qualifications and experience in working with young children, can be problematic. This pilot study investigated student teachers’ views on their infant/toddler (birth-to-two-years) placement. Sixty-six students completing their early childhood education degree at an Australian university responded to a survey seeking their perspectives on the effectiveness of the placement in developing teacher confidence, knowledge and skills, and the quality of the supervision they received. The participants had entered their degree with a two-year Diploma of Children’s Services. Responses indicated significant dissatisfaction with the quality of supervision, the absence of teacher-mentors, and the lack of opportunities to practise new approaches. Participants commented that they ‘already knew’ how to work with this age group, and that they aspired to work with older children. The results align with other findings on factors associated with positive placements, and raise questions about the effectiveness of the infant/toddler placement in its current form.     

Dialogic voices in talk about drinking and pregnancy

Alcohol use during pregnancy poses a significant risk of fetal alcohol syndrome. This study presents the interpretive findings of the formative research phase of a funded grant to develop a community‐based public health media campaign on the topic of drinking during pregnancy. In the initial wave of data collection, 50 rural women were recruited from four Women, Infants, and Children (WIC) clinics in southeastern Iowa to participate in semi‐structured interviews. In the second wave, 10 additional WIC clients were interviewed for member‐checking purposes. Findings revealed two competing discourses that organized these women's attitudes, beliefs, and behaviors surrounding drinking and pregnancy: the discourse of individualism and the discourse of responsible motherhood. These two discourses offer opposing normative guidelines for talk among their close female relatives and friends. The implications of these findings for designing a community‐based media campaign are discussed.