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.
| Original language | English |
|---|---|
| Pages (from-to) | 3-18 |
| Number of pages | 16 |
| Journal | Journal of Poverty and Social Justice |
| Volume | 26 |
| Issue number | 1 |
| Early online date | 26 Oct 2017 |
| DOIs | |
| Publication status | Published - 1 Feb 2018 |
Keywords
- Childcare
- Childhood
- Disadvantage
- Early education
- Poverty
- Pre-school
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Profiles
Eunice Lumsden
- University of Northampton, Early Years - Subject Leader - Early Years
- Centre for Education and Research
Person: Academic
Cite this
Simpson, D., Loughran, S., Lumsden, E., Mazzocco, P., McDowall Clark, R., & Winterbottom, C. (2018). Talking heresy about ‘quality’ early childhood education and care for children in poverty. Journal of Poverty and Social Justice, 26(1), 3-18. https://doi.org/10.1332/175982717X15087735299368