NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1169925
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0046-760X
Blocks Are Educational: Revealing Discourses through Early Childhood Policy Illustrations
Manning, Suzanne
History of Education, v47 n2 p241-256 2018
In the course of a study on the impacts of changing early childhood policy in Aotearoa New Zealand since 1989, the illustrations accompanying three major government reports and policies stood out as encapsulating the changes in underlying discourses. This enabled the illustrations from these three policy reports to be used for a historical analysis of shifting discourses, which highlighted the trends towards human capital theory and an increasing educationalisation of early childhood as the basis for policy. It is noted that the latter two reports feature cover pictures with block play. The particular historic positioning of block play at the juncture between acceptable early childhood and school pedagogy is explored, suggesting a compromise between discourses of early childhood care and education for human capital development purposes, and for the holistic development of the child.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; 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: New Zealand
Grant or Contract Numbers: N/A