h i g h l i g h t sEarly childhood teachers' specific expertise expands their agentic capacities within a restricted professional space. The initial teacher training experience appears to be fundamental for the development of pedagogical expertise. Aiming for agency, teacher education should foster both specific beliefs and pedagogical knowledge and skills.

No abstract

There has been an increasing move worldwide in education policy towards standardization in combination with a global trust in digital quantification and calculation. These policies cause frictions in early childhood education (ECE). Hence, this paper examines the way standards 'work' in ECE. The empirical study draws on the ideas of Actor-Network Theory to recount and examine the highly material processes of calculation and representation, in which standards become enacted and act in practice. The data was drawn from extensive interviews with early childhood teachers in the Netherlands as well as additional 'object interviews'. The analysis describes how a particular standard becomes enacted as an assemblage, which both invites and compels teachers and managers to engage in particular educational practices. Foregrounding standards and highlighting the way professionals work with, through or around them, enables educational professionals to (re)consider the doings of standards and creates a space to imagine how practices -and policies that shape these practices -might be assembled differently. We advance the argument that it is important for professionals to critically analyse their professional practices in light of increasing datafication. Enhancing sociomaterial sensibilities of teachers might support them to offset persuasive powers of sociomaterial policy assemblages.