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ERIC Number: EJ939253
Record Type: Journal
Publication Date: 2004
Pages: 10
Abstractor: As Provided
Reference Count: 12
ISSN: ISSN-1350-293X
Celebrating Childhood: Research to Inform Improvement in Provision
Brown, Sally
European Early Childhood Education Research Journal, v12 n1 p5-14 2004
This article emphasises the importance of research that helps us to understand how things are in early childhood education and care, why they are the way they are, what are the alternative decisions or actions we might take in order to change things and what are the implications of choosing among those alternatives. As an illustration of this, it focuses on the different ways in which outsiders and insiders make sense of practice in Scottish pre-school provision, and on the need to take account of such differences if changes are to be introduced to improve that practice. There is a common tendency to assume that the insiders, teachers and nursery nurses, share the same conceptual frameworks as the outsiders who wish to introduce change. The research reported here suggests that this is not a valid assumption. Some outsiders have been unhappy with this finding and its implication that they have not been ready to take account of the perspectives of others. Insiders, however, have been obliged to take account of outsiders' ways of construing practice since inspections and professional development activities have been based on such constructions. It is argued that effective innovation will only be achieved if those undertaking initiatives in pre-school provision fulfil their promises to take account of the perspectives of the other playroom stakeholders and not to assume that everyone thinks exactly as they do. (Contains 2 figures.)
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; Speeches/Meeting Papers
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)