The ‘datafication’ of early years pedagogy
‘If the Teaching Is Good, the Data Should Be Good and if There’s Bad Teaching, There Is Bad Data’
Datos Bibliográficos
| ID | 11488342 |
|---|---|
| Autores | Guy Roberts-Holmes (Institute of Education, Primary Education and Early Childhood, University of London, London, UK), Guy Roberts‐Holmes (0000-0002-8122-0499, University of London, autor de correspondencia) |
| Año | 2015 |
| Volumen | 30 |
| Número | 3 |
| Páginas | 302-315 |
| Fecha de publicación | 2015-05-04 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Journal of Education Policy (JOURNAL) |
| Identificadores de la revista | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2014.924561 |
| OpenAlex | W2088282168 |
| Idioma | EN |
| Citas recibidas | 52 |
| Referencias citadas | 16 |
Following the election of the Conservative–Liberal Democrat UK coalition Government in 2010, there has been an urgent intensification and focus upon early years numeracy and literacy and promoting systematic synthetic phonics. This paper argues that the current narrowing of early years assessment, along with increased inspection and surveillance, operates as a policy technology leading to an intensification of ‘school readiness’ pressures upon the earliest stage of education. The paper suggests that this governance has encouraged a functional ‘datafication’ of early years pedagogy so that early years teacher’s work is increasingly constrained by performativity demands to produce ‘appropriate’ data. The article argues that early years high-stakes national assessments act as a ‘meta-policy’, ‘steering’ early years pedagogy ‘from a distance’ and have the power to challenge, disrupt and constrain early years teacher’s deeply held child-centred pedagogical values
Accountability · Corporate governance · Economics · Government (linguistics · Governmentality · Literacy · Management · No child left behind · Numeracy · Pedagogy · Performativity · Political science · Politics · Power (physics · Sociology · Work (physics · Children's Rights and Participation · Early Childhood Education and Development · Engineering · Gender Studies · Global Educational Policies and Reforms · Law · Public Administration
Schule und Unterricht im digitalen Wandel. Ansätze und Erträge rekonstruktiver Forschung
Institutional Performativity Pressure and First-Year Teachers
Child-Centred Teaching
Making education manageable
Why do early years educators engage with phonics policy directives in their work with under-threes in England
The multiple societal roles of teachers in England
When public preschool teachers’ classroom time is left behind
Testing times? Exploring how pupils reacted to 2020 Covid-19 GCSE and A level exam cancellation
An exploration of what conditions facilitate experiences of compassion in one early childhood community
You are stuck here, at the office
Do the numbers add up? Questioning measurement that places Australian Ecec teaching as ‘low quality’
The Ethics of Using Digital Trace Data in Education
Theorising young children's interests
Neue Bildungsregulierung im Zeitalter der »governance by numbers«. Das Beispiel standardisierter Bildungsreformen in Deutschland und den USA
Contextualised, Not Neoliberalised, Approaches to Families in Five Countries
Teaching to the data collection? (Un)intended consequences of online child assessment system, “Teaching Strategies Gold”
Attempting to fracture the neoliberal hold on early educators’ practical conceptions of teaching
The imaginaries that survived
Toward a democracy of translations? Local evaluation actor networks in Finnish early childhood education
Talking heresy about ‘quality’ early childhood education and care for children in poverty
Quantifying academic integrity
What works’ and for whom? Bold Beginnings and the construction of the school ready child
Ofsted inspection reports in early childhood education settings narrowly focussed
If I play I won’t learn’
Datafied dividuals and learnified potentials’
An inspector calls! School leaders’ perceptions of inspection in Wales
Fluctuating child–staff ratio
A philosophical reflection on the “Leuven Scale” and young children’s expressions of involvement
The when and what of measuring ECE quality
The accommodation of contested identities
Gaming’ in the English primary school
Performing the epistemorphic in social policy
Legitimation, performativity and the tyranny of a ‘hijacked’ word
Devastating impacts? Investigating ‘edu-quality’ discourse in early childhood policy and its implications
On the surface and below
The “Datafication” of Teaching
Creating an Ofsted story
Intervention culture, grouping and triage
I feel like the Wicked Witch’
The impact of the Phonics Screening Check on grouping by ability
Theorising teacher performance dispositions in an age of audit
The assessment has become the curriculum
Governance, accountability and the datafication of early years education in England
School readiness and the good level of development
Decoding the phonics screening check
Primary schools and network governance
Examining Preservice Teachers' Conceptions of Teaching to Consider the Impact of Policymakers' Neoliberal Reforms on Their Sensemaking of Their New Profession
Classroom observation in context
Activity-tracking assemblages in Finnish early childhood education and care
Reconceptualising early language development
Data as Entanglement
Algorithmic Noise
Discipline and Punish
Discipline and Punish
Care of the self, resistance and subjectivity under neoliberal governmentalities
Care of the self, resistance and subjectivity under neoliberal governmentalities
Testing regimes, accountabilities and education policy
Policy enactments in the UK secondary school
Assessment technologies in schools
Education policy and the ‘ideal learner’
Implementing the foundation stage in reception classes 1
Quality in early years settings
Below the Bubble
Qualitative inquiry and research design
The teacher's soul and the terrors of performativity
| Obras citantes distintas | 52 |
|---|---|
| Citas por año | 4,33 |
| Intervalo de citas | 2014 - 2026 (13) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 51 |