In this Book

summary
Early childhood education and care has been a political priority in England since 1997, when government finally turned its attention to this long-neglected area. Public funding has increased, policy initiatives have proliferated and at each general election political parties aim to outbid each other in their offer to families. Transforming Early Childhood in England: Towards a Democratic Education argues that, despite this attention, the system of early childhood services remains flawed and dysfunctional. National discourse is dominated by the cost and availability of childcare at the expense of holistic education, while a hotchpotch of fragmented provision staffed by a devalued workforce struggles with a culture of targets and measurement. With such deep-rooted problems, early childhood education and care in England is beyond minor improvements. In the context of austerity measures affecting many young families, transformative change is urgent. Transforming Early Childhood in England offers a critical analysis of the current system and proposes change based on young children’s universal right to education. The book calls for provision built on democratic principles, where all learning by all children is visible and recognised, educators are trusted and respected, and a calmer approach called ‘slow pedagogy’ replaces outcomes-driven targets. Combining criticism and hope, and drawing on inspiring research and examples from home and abroad, the book is essential reading for students, educators, practitioners, parents, academics and policymakers - anyone, in fact, who seeks to understand the policy problems for early childhood education and care in England, and see better prospects for the future.

Table of Contents

  1. Cover
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  1. Half Title
  2. pp. i-ii
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  1. Title Page
  2. p. iii
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  1. Copyright Page
  2. p. iv
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  1. Table of Contents
  2. pp. v-vi
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  1. About the contributors
  2. pp. vii-xii
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  1. List of figures and tables
  2. p. xiii
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  1. List of abbreviations
  2. p. xiv
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  1. Preface: The pandemic as a moment of decision
  2. Claire Cameron and Peter Moss
  3. pp. xv-xviii
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  1. 1. Introduction: The state we’re in
  2. Peter Moss and Claire Cameron
  3. pp. 1-18
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  1. 2. Families living in hard times
  2. Abigail Knight, Rebecca O’Connell and Julia Brannen
  3. pp. 19-33
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  1. 3. Child health and homelessness
  2. Diana Margot Rosenthal and Monica Lakhanpaul
  3. pp. 34-53
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  1. 4. Towards a unified and unifying ECEC system from birth to 6 years
  2. Peter Moss
  3. pp. 54-66
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  1. 5. Towards a ‘rich’ ECEC workforce
  2. Claire Cameron
  3. pp. 67-82
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  1. 6. Towards a public ECEC system
  2. Eva Lloyd
  3. pp. 83-99
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  1. 7. Towards a child-centred curriculum
  2. Georgina Trevor, Amanda Ince and Lynn Ang
  3. pp. 100-118
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  1. 8. Towards valuing children’s signs of learning
  2. Kate Cowan and Rosie Flewitt
  3. pp. 119-133
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  1. 9. Towards a listening ECEC system
  2. Alison Clark
  3. pp. 134-150
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  1. 10. Towards a democratic ECEC system
  2. Diana Sousa
  3. pp. 151-169
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  1. 11. Towards a pluralist and participatory accountability
  2. Guy Roberts–Holmes
  3. pp. 170-187
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  1. 12. Towards empowerment for food and eating in ECEC
  2. Francesca Vaghi
  3. pp. 188-202
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  1. 13. Towards an ECEC system in synergy with parenting leave
  2. Margaret O’Brien and Peter Moss
  3. pp. 203-219
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  1. 14. Conclusion: From ‘the state we’re in’ to ‘what do we want for our children?’
  2. Peter Moss and Claire Cameron
  3. pp. 220-238
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  1. Index
  2. pp. 239-244
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  1. Back Cover
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Additional Information

ISBN
9781787357167
Related ISBN(s)
9781787357174
MARC Record
OCLC
1182854757
Launched on MUSE
2021-01-19
Language
English
Open Access
Yes
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