Quality in early years settings
Government, research and practitioners’ perspectives
Bibliographic Data
| ID | 11159565 |
|---|---|
| Authors | Michelle Cottle (University of Roehampton), Elise Alexander (0000-0003-0597-6259, University of Roehampton, corresponding author) |
| Year | 2012 |
| Volume | 38 |
| Issue | 4 |
| Pages | 635-654 |
| Publication date | 2012-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/01411926.2011.571661 |
| OpenAlex | W2102405564 |
| Language | EN |
| Citations received | 12 |
| References cited | 21 |
This article begins by outlining the UK Government policy context, offering a brief critique before moving on to summarise recent research into ‘quality’ in the early years. The main body of the article locates the perspectives of early years practitioners within this context, drawing on data from an Economic and Social Research Council‐funded study of 18 early years settings, including interviews and focused group discussions with 165 practitioners. The findings reveal that practitioners’ understandings of ‘quality’ are influenced by government discourses but appear to be linked to the context of their setting together their personal and professional histories. In discussing the nature of ‘quality’, the authors focus on tensions inherent in the government discourses and draw out the implications for children's experiences and the training and development of early years practitioners
Context (archaeology) · Focus group · Government (linguistics) · Pedagogy · Political science · Public relations · Quality (philosophy) · Sociology · Children's Rights and Participation · Early Childhood Education and Development · Teacher Education and Leadership Studies
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| Unique citing works | 12 |
|---|---|
| Citations per year | 1.09 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 12 |