Living in poverty disadvantages young children reducing school readiness. 'Pedagogy of listening' can potentially support resilience remediating against poverty's negative effects. Little, though, is known about how early childhood education and care practitioners work with children in poverty and the attainment gap between such children and their peers remains significant within England and the United States of America. This article reports research using a mixed methodology which explored these issues in localities across both these countries. We argue a dominant technocratic model of early years provision in these contexts creates normalization and diversity reduction. This, and austerity measures, stymie pedagogical space and practice organizing out listening to children in poverty. We suggest this may help explain why the attainment gap remains so stubbornly resistant to reduction across these countries. Poverty and its mitigation via ECEC The central aim of this research was to develop knowledge of early childhood education and care (ECEC) practitioners' opinions about child poverty and how they work with poverty across several geographic locations in England and the United States of America (USA). In both countries poverty is defined by an income threshold and both have a high percentage of children in poverty compared to other developed countries. In the USA currently 21% (about 15 million) of all children live in families with incomes below the federal poverty threshold (National Centre
The importance of a good parent-teacher relationship has been well documented. The author presents a guide to getting parent-teacher relationships started in the right direction and then maximizing the benefits of their interactions.
Living in poverty disadvantages young children reducing school readiness. 'Pedagogy of listening' can potentially support resilience remediating against poverty's negative effects.Little, though, is known about how early childhood education and care practitioners work with children in poverty and the attainment gap between such children and their peers remains significant within England and the United States of America. This article reports research using a mixed methodology which explored these issues in localities across both these countries. We argue a dominant technocratic model of early years provision in these contexts creates normalization and diversity reduction. This, and austerity measures, stymie pedagogical space and practice organizing out listening to children in poverty. We suggest this may help explain why the attainment gap remains so stubbornly resistant to reduction across these countries.
Poverty and its mitigation via ECECThe central aim of this research was to develop knowledge of early childhood education and care (ECEC) practitioners' opinions about child poverty and how they work with poverty across several geographic locations in England and the United States of America (USA). In both countries poverty is defined by an income threshold and both have a high percentage of children in poverty compared to other developed countries. In the USA currently 21% (about 15 million) of all children live in families with incomes below the federal poverty threshold (National Centre
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