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Education 3-13
International Journal of Primary, Elementary and Early Years Education
Volume 47, 2019 - Issue 7: The Early Years Foundation Stage: whose knowledge, whose values?
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Articles

Unbalanced and unbalancing acts in the Early Years Foundation Stage: a critical discourse analysis of policy-led evidence on teaching and play from the office for standards in education in England (Ofsted)

Elizabeth WoodSchool of Education, University of Sheffield, Sheffield, UKCorrespondence[email protected]
Pages 784-795 | Published online: 04 Jun 2019

Citations (15)

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Read on this site (6)

Christina Tatham-Fashanu. (2023) A third space pedagogy: embracing complexity in a super-diverse, early childhood education setting. Pedagogy, Culture & Society 31:4, pages 863-881.
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Julie Fisher. (2022) To play or not to play: teachers’ and headteachers’ perspectives on play-based approaches in transition from the Early Years Foundation Stage to Key Stage 1 in England. Education 3-13 50:6, pages 803-815.
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Philip Nicholson & Helen Hendry. (2022) A pedagogical meeting place or a problem space? Extending play-based pedagogy in Year One. Education 3-13 50:2, pages 184-196.
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Weipeng Yang, Peng Xu, Haidan Liu & Hui Li. (2022) Neoliberalism and sociocultural specificities: a discourse analysis of early childhood curriculum policies in Australia, China, New Zealand, and Singapore. Early Child Development and Care 192:2, pages 203-219.
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Karen Boardman. (2022) Where are the children’s voices and choices in educational settings’ early reading policies? A reflection on early reading provision for under-threes. European Early Childhood Education Research Journal 30:1, pages 131-146.
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Colleen McLaughlin & Elizabeth Wood. (2021) ‘The village and the world’: competing agendas in teacher research – professional autonomy, interpretational work and strategic compliance. Teaching Education 32:1, pages 63-76.
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Articles from other publishers (9)

Liz Chesworth & Helen Hedges. (2024) Children’s interests and early childhood curriculum: A critical analysis of the relationship between research, policy, and practice. The New Zealand Annual Review of Education 29, pages 5-22.
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Louise Kay. (2023) ‘I feel like the Wicked Witch’: Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in Early Childhood Education. British Educational Research Journal 50:2, pages 632-652.
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Jennifer Clifton & Kathy Jordan. 2024. Creating, Sustaining, and Enhancing Purposeful School-University Partnerships. Creating, Sustaining, and Enhancing Purposeful School-University Partnerships 413 431 .
Sasha Tregenza & Verity Campbell-Barr. (2023) Quality early childhood education and care in a time of COVID-19. Journal of Early Childhood Research 21:2, pages 198-211.
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Charlotte Wilders & Elizabeth Wood. (2023) ‘If I play I won’t learn’: Children’s perceptions and experiences of transition and school readiness from Maternelle to Year 1. Journal of Early Childhood Research 21:2, pages 162-180.
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Lynda Dunlop & Elizabeth A. C. Rushton. (2022) Putting climate change at the heart of education: Is England's strategy a placebo for policy?. British Educational Research Journal 48:6, pages 1083-1101.
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Louise Kay. (2021) ‘What works’ and for whom? Bold Beginnings and the construction of the school ready child . Journal of Early Childhood Research 20:2, pages 172-184.
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Guy Roberts-Holmes. (2019) School readiness, governance and early years ability grouping. Contemporary Issues in Early Childhood 22:3, pages 244-253.
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Elizabeth Wood. (2020) Learning, development and the early childhood curriculum: A critical discourse analysis of the Early Years Foundation Stage in England. Journal of Early Childhood Research 18:3, pages 321-336.
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