Early years learning, play pedagogy and social class

Abstract

Despite 50 and more years of 'progressive education' in the UK, classed patterns of educational success and failure stubbornly prevail. So how, where and when does it all go wrong for the many children who continue to fail or underachieve? Drawing on the work of Basil Bernstein this paper centers processes within early years' education, which are claimed to help launch children on careers as either educational successes or failures. Our data suggest that in the progressive play pedagogies of Early Years Education (EYE) children more or less happily play their lives away, in the process learning their position in social and ability hierarchies that help define their future careers in and outside schools. That such hierarchies prevail is neither fault of teachers nor parents. Indeed, it is what EYE settings are legitimized to do; sieve and sort, make children 'school ready', pliant and prepared for a lifetime of learning to succeed or fail.

Challenging or creative? Impatient or curious? Disposition discourse in the early years

“…It is interesting to note that practitioners expressed their views in a more confident manner when discussing expectations around children when management of behaviour is referred to more frequently (twenty-three times) throughout the Statutory Framework (DfE, 2017) and Development Matters (Early Education, 2012) compared to dispositions as a term which is not mentioned at all, curiosity which is mentioned only seven times and creativity mentioned only three times. This reinforces the suggestion made previously that curiosity and creativity are neglected in pedagogy (Leggett, 2017, Chak, 2007 in favour of a focus on distinguishing problem behaviour (Maclure et al, 2012), imposing regulative rules (Stirrup et al, 2016) and preparing children academically (Ang, 2014) to meet numeracy and literacy targets (Haslip and Gullo,218 2017). The implications of this on practice and a barrier to a more process orientated system is significant considering that written guidance such as the EYFS have "the necessary authority to be taken as the truth" (Ortlipp, Arthur and Woodrow, 2011: 65).…”

“…However, with regards to curiosity, if this is to be regarded as a natural and innate drive to explore and investigate, the requirement to be still, to be focussed on adult led activities and to be quiet provides a conflict of practice and results in unrealistic and unhelpful expectations of very young children's development. In addition, a creative approach where children demonstrate novel approaches to situations would not fit with practitioner expectations of 'good' children who listen and follow instructions (Stirrup et al, 2016). Kemmis and Grootenboer (2008) use the term 'theory of practice architectures' to explain how cultural, material, economic, social and political discourses impact on practitioner beliefs and values or 'silent narratives' (Bone, 2008) which frame, constrain and enable effective practice.…”

“…The literature suggests that children who can concentrate are classed as good and able in practice as they engage and conform to the educational expectations of the early years setting (Stirrup et al, 2016) and problem behaviour is often associated with poor concentration (Maclure et al, 2012). Referring back to Watkins and Noble's (2013) educational capital of specific practices, a lack of concentration would be a social practice interpreted as challenging.…”

“…Practitioner expectations of children's ability to succeed (Stirrup et al, 2016) can be affected if they don't display the 'right' behaviours, attitudes and dispositions and the correct mode of being (Foucault, 2000d) expected in early years settings. However, it is becoming obvious that the 'right behaviours' are very much open to interpretation…”

“…Patience is a prime example of a moral code which has become embedded in educational discourse (Stirrup et al, 2016), a cultural norm (Zhang et al, 2016) and a silent narrative (Bone, 2008) which is enforced through discourse and evident in practice through practitioner values, beliefs and expectations. In the interviews, one practitioner made links between waiting, turn taking, being able to listen and communicate and school readiness in the response;…”