Karen Boardman
Biographic Data
| ID | 9694258 |
|---|---|
| NAME | Karen Boardman |
| GIVEN NAMES | Karen |
| FAMILY NAME | Boardman |
| SIGNATURE | BOARDMAN K |
| AFFILIATIONS | Edge Hill University |
| ORCID | 0000-0002-3742-3264 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Why do early years educators engage with phonics policy directives in their work with under-threes in England
This paper explores how the neoliberal policy directives relating to the teaching of phonics in schools in England, influences the pedagogy of early years educators (EYEs) working with under-threes. The research highlights that these EYEs are confounded by early reading (ER), given that there is no clear definition or provision separating ER from the mandatory teaching of phonics in schools. This paper asserts that it is vital to detach provision…
Where are the children’s voices and choices in educational settings’ early reading policies? A reflection on early reading provision for under-threes
This paper outlines the findings of an empirical research study exploring how early years settings support under-threes with their early reading development in England. The data was collected through a mixed methodological approach of a survey (n = 60 respondents), five semi-structured interviews and two focus group workshops to explore the experiences of Early Years Educators (EYEs) working with under-threes, analysed using Schreier’s (2012) the…
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Why do early years educators engage with phonics policy directives in their work with under-threes in England
This paper explores how the neoliberal policy directives relating to the teaching of phonics in schools in England, influences the pedagogy of early years educators (EYEs) working with under-threes. The research highlights that these EYEs are confounded by early reading (ER), given that there is no clear definition or provision separating ER from the mandatory teaching of phonics in schools. This paper asserts that it is vital to detach provision…
Where are the children’s voices and choices in educational settings’ early reading policies? A reflection on early reading provision for under-threes
This paper outlines the findings of an empirical research study exploring how early years settings support under-threes with their early reading development in England. The data was collected through a mixed methodological approach of a survey (n = 60 respondents), five semi-structured interviews and two focus group workshops to explore the experiences of Early Years Educators (EYEs) working with under-threes, analysed using Schreier’s (2012) the…
Early Childhood Education and Development (2 works) · Pedagogy (2 works) · Political science (2 works) · Sociology (2 works) · Child Development and Digital Technology (1 work) · Children's Rights and Participation (1 work) · Developmental psychology (1 work) · Early childhood (1 work) · Early childhood education (1 work) · Educational and Psychological Assessments (1 work)