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ERIC Number: EJ891624
Record Type: Journal
Publication Date: 2010-Jul
Pages: 12
Abstractor: As Provided
Reference Count: 22
ISSN: ISSN-0957-5146
A Successful Child: Early Years Practitioners' Understandings of Quality
Alexander, Elise
Early Years: An International Journal of Research and Development, v30 n2 p107-118 Jul 2010
This article sets out to discuss one aspect of the findings of an ESRC-funded project which explores early years practitioners' understandings of quality and success in their work, and which challenges the hegemony of universal standards in early years provision in England. The qualitative research was conducted within a broadly symbolic interactionist frame. Data collected through interviews and observations carried out in a range of early years settings suggest that early years practitioners' ideas of quality and success are more diverse and contested than the current culture of regulation and inspection implies. Furthermore, it appears that ideas concerning quality are shaped and sometimes limited by the context and culture of the setting. This article focuses on one aspect of the research in which the notion of a Successful Child is used to gain insights into practitioners' understandings. Descriptions of a successful child are used to create three typologies or representations of children which in turn raise questions about potentially detrimental effects of the universal standards agenda. (Contains 1 figure.)
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 (England)