NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1031802
Record Type: Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1350-293X
Learning, Assessment and Equality in Early Childhood Education (ECE) Settings in England
Bradbury, Alice
European Early Childhood Education Research Journal, v22 n3 p347-354 2014
The early childhood sector in England, known as the Early Years Foundation Stage (EYFS), has been a site of intense policy intervention over the last decade, including the introduction of a statutory assessment of children's development at age five, conducted by teachers. National results from this assessment, the EYFS Profile, show continued and significant disparities in attainment by children's socio-economic status, gender and ethnic group. Using data from ethnographic studies of ECE settings where the assessment is conducted, this article argues that the relationship between assessment and issues of inequality is complex in ECE, and there is great potential for low expectations of some pupils to result in low attainment, which can set the child on a trajectory of educational failure.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; 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 (London)