(Un)intended consequences in current ECEC policies: Revealing and examining hidden agendas

Wasmuth, Helge; Nitecki, Elena

doi:10.1177/1478210320949063

Cited by 5 publications

(2 citation statements)

References 16 publications

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“…The topic of play in early childhood has recently re-surfaced in the context of the increasing academic pressure experienced by preschool and kindergarten teachers leading to the virtual disappearance of play from ECE classrooms and the entire culture of childhood ( Gray, 2011 ; Belknap and Hazler, 2014 ; Wohlwend and Peppler, 2015 ; Barblett et al, 2016 ; Bassok et al, 2016 ; Whitebread, 2017 ; Wasmuth and Nitecki, 2020 ; Digennaro, 2021 ). Given that many of today’s children spend a significant portion of their waking hours in some kind of a school or center environment and that their opportunities to engage in play outside of this environment are diminishing ( Singer et al, 2009 ), it is imperative to make sure that play becomes a critical part of any early childhood intervention and especially an SEL intervention.…”

Section: Introductionmentioning

confidence: 99%

Play is a play, is a play, is a play… or is it? Challenges in designing, implementing and evaluating play-based interventions

Bodrova¹,

Leong²,

Yudina

2023

Front. Psychol.

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When a social-emotional learning (SEL) intervention is implemented in an early childhood classroom, it often involves play. Some interventions even list play as its main component. However, the advocates of play arguing for the return of play in early childhood education (ECE) classrooms still have difficulty convincing the proponents of more rigorous academic instruction. These proponents cite research pointing to the insufficient evidence of the positive effect of play on children’s short- and longer-term social, emotional, cognitive, and behavioral outcomes as well as their overall well-being. We believe that there are multiple issues with play-based interventions’ design, implementation, and evaluation that might account for this insufficient evidence. In our paper, we discuss the numerous ways play does (or does not) feature in SEL interventions and how it might affect the outcomes of these interventions. We also examine the methodological challenges of having child-controlled play as a component of an SEL intervention. While we are not proposing a specific protocol for re-evaluation of the results of existing interventions, we outline some ways such re-evaluation can be possible in the future, along with the development and evaluation of new play-based SEL interventions.

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Section: Introductionmentioning

confidence: 99%

Play is a play, is a play, is a play… or is it? Challenges in designing, implementing and evaluating play-based interventions

Bodrova¹,

Leong²,

Yudina

2023

Front. Psychol.

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“…Researchers have dealt with for-profit childcare provision across a diversity of welfare and educational regimes (Penn, 2014;West & Nikolai, 2013), scrutinizing its impact on 'good care', service quality and accessibility (Dýrfjörð & Magnúsdóttir, 2016;Gallagher, 2018;Lloyd & Penn, 2012;Press & Woodrow, 2005;Richardson, 2021;Sumsion, 2006;Traetteberg & Fladmoe, 2020). In many studies, corporatization is attributed to the global mega-trends of neoliberal policy reforms in educational systems (Wasmuth & Nitecki, 2020).…”

Section: Introductionmentioning

confidence: 99%

Negotiating the value of “corporations’ capital” in Norwegian Early Childhood Education and Care provision

Haugset

2021

Nordic Journal of Studies in Educational Policy

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In this article I investigate how corporate Early Childhood Education and Care (ECEC) providers negotiate their position by contributing to a national ECEC policy development process. I discuss how their political engagement connects to changes in the institutional arrangements of the ECEC sector. The ECEC provider corporations' written responses to a policy consulting process are obtained and analyzed in light of Bourdieu-inspired theories of institutonalized organizational fields. The proposed new regulations are both countered and reframed in their responses. Providers with corporate organizational structures in unison call for for firmer national guidelines on ECEC centre quality and funding. I interpret their responses as attempts to increase the relevance of 'corporations' capital' over the raditional, local network embedded capital forms in quality ECEC provision. At this juncture, the corporate providers failed to shift competence from municipalities to national ECEC authorities The following parliamentary debate illuminates how non-profit provision in corporate organizational structures may appeal to left-wing parties rejecting commercial welfare provisions. A subgroup of for-profit corporate providers emphasizes sector cost-efficiency, connecting strongly to right-wing politicians' ambitions to limit public spending. Corporate providers hence represent an impetus for institutional change, able to build allies across the whole left-right spectre of politics.

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Informal early childhood education: the influences of parents and home on young children's learning

Murray

2021

International Journal of Early Years Education

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Although the importance of learning in a secure and stimulating home environment is widely recognised (Maslow 1943;Sylva et al. 2010), relatively little research about young children's lives has been conducted within their home environments (Pellegrini, Symons, and Hoch 2004, 2). Homes are diverse and the term 'home' is framed in different ways (Mack 1993). Every home is a unique cultural construction: a ' … foundation to build individual and group identity and a sense of self' (

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(Un)intended consequences in current ECEC policies: Revealing and examining hidden agendas

Cited by 5 publications

References 16 publications

Play is a play, is a play, is a play… or is it? Challenges in designing, implementing and evaluating play-based interventions

Play is a play, is a play, is a play… or is it? Challenges in designing, implementing and evaluating play-based interventions

Negotiating the value of “corporations’ capital” in Norwegian Early Childhood Education and Care provision

Informal early childhood education: the influences of parents and home on young children's learning

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