Schoolification or Early Years Democracy? A Cross-Curricular Perspective from Denmark and England

Autor/in	Brogaard Clausen, Sigrid
Titel	Schoolification or Early Years Democracy? A Cross-Curricular Perspective from Denmark and England
Quelle	In: Contemporary Issues in Early Childhood, 16 (2015) 4, S.355-373 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949115616327
Schlagwörter	Foreign Countries; Democracy; Cross Cultural Studies; Educational Quality; Quality Assurance; Early Childhood Education; School Readiness; Discourse Analysis; Educational Policy; Neoliberalism; Accountability; Governance; Resilience (Psychology); Curriculum; Social Systems; Parent Attitudes; Preschool Education; Child Care; Language Tests; Literacy; Evaluation Criteria; Preschool Children; Denmark; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Demokratie; Cultural comparison; Kulturvergleich; Quality of education; Bildungsqualität; Qualitätssicherung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Readiness for school; School ability; Schulreife; Diskursanalyse; Politics of education; Bildungspolitik; Neo-liberalism; Neoliberalismus; Verantwortung; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Curricula; Lehrplan; Rahmenplan; Social system; Soziales System; Elternverhalten; Pre-school education; Vorschulerziehung; Kinderfürsorge; Kinderbetreuung; Language test; Sprachtest; Alphabetisierung; Schreib- und Lesefähigkeit; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Dänemark
Abstract	International comparisons strongly influence national policy agendas in the early years. However, an appreciation of details and national context and differences is imperative to promote democracy. From the perspective of a Danish social pedagogue lecturing in Early Childhood Studies in England, the author presents a cross-national comparison to elicit parallels and differences in discourses of democracy and schoolification within early years curriculum policies in England and Denmark. An initial discussion of democracy and schoolification leads to a consideration of the differing welfare contexts and quality assurance processes that inform the curriculum frameworks. The influence of schoolification is exemplified in a detailed analysis of the raised expectations with regard to language assessment in England and Denmark. This discussion reveals the tensions between local democratic participation in early years communities and policy agendas that emphasize preparation for school. The article explores how the limitations of a schoolification discourse, which is already dominant in England and becoming more prevalent in Denmark, potentially displacing children, parents and professionals as democratic stakeholders. The conclusion takes the form of an invitation to the early years community, locally, nationally and internationally, to find ways of developing resilience to the pressure of a neo-liberal accountability culture and external governance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01