Navigating the policy directive of child autonomy in universal pre-kindergarten practice

Abstract

Drawing on case-study data, this inquiry explores the lived experiences of four universal pre-kindergarten teachers to address the question: How do practitioners narratively interpret a local school district policy directive of child autonomy, use their professional capacities to reconstruct the directive to address diverse students’ needs, and then implement or instruct their reconfigurations of autonomy in context-specific ways? By examining the tensions between policy and locally embodied practice, teachers’ voices shed light on professional struggles within large universal pre-kindergarten programs, and offer possibilities for reconceptualizing and enacting policy directives at the community level.

Pre-K teachers’ professional identity development at community-based organizations during universal Pre-K expansion in New York City

“…This also influenced quality improvement efforts—the DOE’s social workers and instructional coordinators were assigned to the majority of the PKFA programs, and conducted site visits for additional support and coaching since 2014 (Reid et al, 2018 ). As the PKFA program was rolled out universally, these efforts diminished the focus on CBO teachers’ localized needs (Akaba et al, 2020b ; Michael Luna & Grey, 2019 ).…”

Book Review: Reshaping universal preschool: Critical perspectives on power and policy by Lucinda G Heimer and Ann Elizabeth Ramminger

“…In language and format, Reshaping Universal Preschool is accessible to early childhood pre-service and in-service teachers, policymakers, and researchers.The publication of Reshaping Universal Preschool comes as early childhood education is returning the spotlight to "school readiness" as a panacea for addressing the "underperformance" in US K-12 education (Altun, 2018;Gupta and Lucia, 2019;Nxumalo and Brown, 2020;Russo et al, 2019). This book aligns with the conversations among policymakers, educators, parents, and other stakeholders as to how to confront the opportunity gap and establish equity in education and life outcomes for all children (Michael-Luna and Grey, 2019;Wilinski, 2017).The authors bring a wealth of knowledge and counternarratives to the book. Lucinda Heimer, Associate Professor of Early Childhood/Special Education at the University of Wisconsin-Whitewater, and Ann Elizabeth Ramminger, founder of Early Childhood Solutions Consulting, collaborate to expand and extend Heimer's powerful 2005 PhD dissertation, which unpacked the expansion of UPK policy.…”

“…The publication of Reshaping Universal Preschool comes as early childhood education is returning the spotlight to "school readiness" as a panacea for addressing the "underperformance" in US K-12 education (Altun, 2018;Gupta and Lucia, 2019;Nxumalo and Brown, 2020;Russo et al, 2019). This book aligns with the conversations among policymakers, educators, parents, and other stakeholders as to how to confront the opportunity gap and establish equity in education and life outcomes for all children (Michael-Luna and Grey, 2019;Wilinski, 2017).…”