ERIC Number: EJ1205575
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1743-9884
EISSN: N/A
Datafied at Four: The Role of Data in the 'Schoolification' of Early Childhood Education in England
Bradbury, Alice
Learning, Media and Technology, v44 n1 p7-21 2019
This paper examines processes of datafication in early childhood education (ECE) settings for children from birth-five years in England and how this relates to increased formalisation. Unusually, ECE in England includes a standardised curriculum and formative and statutory assessments; thus it has been described as subject to both datafication and 'schoolification', a term used to describe the adoption of school-like practices and values in ECE. Using interview data from ECE settings over the last decade and a theoretical framework drawing on Foucault and Deleuze, the paper sets out the ways in which settings in schools and nurseries are subject to the demands of data, and how this produces data-driven subjectivities for both teacher and child. These developments are then linked to aspects of 'schoolification' including more formal teaching, a focus on literacy and mathematics, and use of 'ability' grouping.
Descriptors: Foreign Countries, Early Childhood Education, Data Collection, Data Analysis, Information Utilization, Educational Practices, Mathematics, Literacy, Ability Grouping, Observation, Educational Assessment, Accountability
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: http://www.tandf.co.uk/journals
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)
Grant or Contract Numbers: N/A