Learning One's Place and Position through Play: Social Class and Educational Opportunity in Early Years Education

Autor/inn/en	Stirrup, Julie; Evans, John; Davies, Brian
Titel	Learning One's Place and Position through Play: Social Class and Educational Opportunity in Early Years Education
Quelle	In: International Journal of Early Years Education, 25 (2017) 4, S.343-360 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2017.1329712
Schlagwörter	Play; Preschool Children; Early Childhood Education; Social Class; Foreign Countries; Preschool Teachers; Educational Opportunities; Ethnography; United Kingdom (England) + Suchen Sie Ihr Suchwort? Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Social classes; Soziale Klasse; Ausland; Erzieher; Erzieherin; Kindergärtnerin; Bildungsangebot; Bildungschance; Ethnografie
Abstract	Drawing on the theoretical work of the British sociologist Basil Bernstein, this paper documents how learning is structured and organised through play in three Early Years Education (EYE) settings catering for children aged three to five in England, UK. Its data address current issues raised within EYE research relating to "quality and high returns" and "school readiness" for compulsory education. The analyses reveal that multiple forms of play are evident in all three settings; however, they are afforded very different status and value in each, influenced by the assumptions practitioners [in this paper practitioner is used because this is what those working in the nursery settings viewed themselves as. Although we acknowledge that early childhood educator is perhaps a more common term in certain countries] make about children and their families' knowledge and resources for learning. The effect of such processes is the reproduction of social class and cultural hierarchies inside EYE settings, reflecting those longstanding in wider UK society. Despite the best intentions of policy-makers and practitioners, EYE play as currently configured does not provide equal opportunities for all. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01