NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1074581
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0966-9760
Strategies, Systems and Services: A Northern Ireland Early Years Policy Perspective
McMillan, Dorothy J.; McConnell, Barbara
International Journal of Early Years Education, v23 n3 p245-257 2015
Following a lengthy consultation process across Northern Ireland (NI), 2013 saw the publication of Learning to Learn: A Framework for Early Years Education and Learning [DE (Department of Education). 2013. "Learning to Learn: A Framework for Early Years Education and Learning." Accessed July 15, 2014.]. This document has major implications for change in regard to children's services in the province. For this paper we have employed a critical discourse analysis (CDA) methodology (Ozga, J. [2000]. Policy Research in Educational Settings. Buckingham: Open University Press) in order to explore the relationships between language and power in the shaping of the policy discourse illustrated by Learning to Learn. Comparisons and contrasts are drawn between the language and assumptions made in the document, particularly in relation to the issues of quality and workforce qualifications. Attention is drawn to the message of the framework document that early years professionals must provide consistently high quality services to children and families through a process involving effective collaboration. However, the persistent "split system" of statutory and voluntary sectors within the field of early childhood provision in NI plays a key role in the creation and legitimation of dominant discourses and accepted norms. Through this CDA process we demonstrate the "emancipatory potential" of CDA for analysis of early years policy by both academics and practitioners.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Northern Ireland)
Grant or Contract Numbers: N/A