Ready, steady, learn: school readiness and children’s voices in English early childhood settings

References

• Arnold, C., K. Bartlett, S. Gowani, and R. Merali. 2007. Is Everybody Ready? Readiness, Transition and Continuity: Reflections and Moving Forward. Working Paper 41. The Hague: Bernard van Leer Foundation.
   Google Scholar
• Bakhtin, M. M. 1963. Problems of Dostoevsky’s Poetics. Moscow: Khudozhestvennaja literatura.
   Google Scholar
• BERA (British Educational Research Association). 2011. Ethical Guidelines for Educational Research. London: British Educational Research Association.
   Google Scholar
• Booth, P. 2006. “The United Nations Convention on the Rights of the Child and the Punishment of Children under English Law: Public and private vices?” Liverpool Law Review 27 (3): 395–416.
   Google Scholar
• Bulmer, M., ed. 2004. Questionnaires. London: Sage.
   Google Scholar
• CACE (Central Advisory Council for Education). 1967. Children and their Primary Schools (The Plowden Report). London: Her Majesty’s Stationery Office.
   Google Scholar
• Clausen, S. B. 2015. “Schoolification or Early Years Democracy? A Cross-curricular Perspective from Denmark and England.” Contemporary Issues in Early Childhood 16 (4): 355–373. doi:10.1177/1463949115616327.
   Web of Science ®Google Scholar
• Coleyshawe, L., J. Whitmarsh, M. Jopling, and M. Hadfield. 2012. Listening to Children’s Perspectives: Improving the Quality of Provision in Early Years Settings. Part of the Longitudinal Study of Early Years Professional Status. London: DfE/Wolverhampton: University of Wolverhampton.
   Google Scholar
• CRAE (Children’s Rights Alliance for England). 2014. State of Children’s Rights in England. London: Children’s Rights Alliance for England.
   Google Scholar
• Creswell, J. 2013. Qualitative Inquiry and Research Design. 3e. Thousand Oaks, CA: Sage.
   Google Scholar
• Cruddas, L. 2007. “Engaged Voices – Dialogic Interaction and the Construction of Shared Social Meanings.” Educational Action Research 15 (3): 479–488. doi:10.1080/09650790701514937.
   Google Scholar
• Dahlberg, G., and H. Lenz Taguchi. 1994. Förskola och Skola och om Visionen om en Mötesplats [Preschool and School and the Vision of a Meeting-place]. Stockholm: HLS Förlag.
   Google Scholar
• Dahlberg, G., and P. Moss. 2005. Ethics and Politics in Early Childhood Education. London: Routledge.
   Google Scholar
• DCSF (Department for Children, Schools and Families). 2008. The Early Years Foundation Stage. Annesley: DCSF.
   Google Scholar
• Denzin, N. K., and Y. S. Lincoln. 2005. Handbook of Qualitative Research. 3e. Thousand Oaks, CA: Sage.
   Google Scholar
• DfE (Department for Education). 2012a. The Statutory Framework for the English Early Years Foundation Stage. London: DfE.
   Google Scholar
• DfE (Department for Education). 2012b. The New Teachers’ Standards. London: DfE.
   Google Scholar
• DfE (Department for Education). 2013. Teachers’ Standards (Early Years). London: DfE.
   Google Scholar
• DfE (Department for Education). 2014a. The Statutory Framework for the English Early Years Foundation Stage. London: DfE.
   Google Scholar
• DfE (Department for Education). 2014b. Listening to and Involving Children and Young People [online]. Accessed April 8, 2016. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/437241/Listening_to_and_involving_children_and_young_people.pdf.
   Google Scholar
• DfE (Department for Education). 2015. Statistical First Release: Schools, Pupils and their Characteristics: January 2015. Accessed April 8, 2016. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/433680/SFR16_2015_Main_Text.pdf.
   Google Scholar
• ECEF (Early Childhood Forum). 2003. Quality in Diversity in Early Learning. London: National Children’s Bureau.
   Google Scholar
• Einarsdottir, J., and J. T. Wagner, eds. 2006. Nordic Childhoods and Early Education: Philosophy, Research, Policy and Practice in Denmark, Finland, Iceland, Norway and Sweden. Greenwich, CT: Information Age Publishing.
   Google Scholar
• Evans, K. 2016. “Beyond a Logic of Quality: Opening Space for Material-Discursive Practices of ‘Readiness’ in Early Years Education.” Contemporary Issues in Early Childhood 17 (1): 65–77. doi:10.1177/1463949115627904.
   Web of Science ®Google Scholar
• Fielding, M. 2004. “Transformative Approaches to Student Voice: Theoretical Underpinnings, Recalcitrant Realities.” British Educational Research Journal 30 (2): 295–311. doi: 10.1080/0141192042000195236
   Web of Science ®Google Scholar
• Fisher, K. R., K. Hirsh-Pasek, R. M. Golinkoff, and S. G. Gryfe. 2008. “Conceptual Split? Parents’ and Experts’ Perceptions of Play in the 21st Century.” Journal of Applied Developmental Psychology 29 (4): 305–316. doi:10.1016/j.appdev.2008.04.006.
   Web of Science ®Google Scholar
• Gunnarsdottir, B. 2014. “From Play to School: Are Core Values of ECEC in Iceland being Undermined by ‘Schoolification’?” International Journal of Early Years Education 22 (3): 242–250. doi:10.1080/09669760.2014.960319.
   Google Scholar
• Heckman, J., and D. Masterov. 2007. “The Productivity Argument for Investing in Young Children.” Review of Agricultural Economics 29 (3): 446–493. doi:10.1111/j.1467-9353.2007.00359.x.
   Google Scholar
• James, M., and A. Pollard. 2011. “TLRP’s Ten Principles for Effective Pedagogy: Rationale, Development, Evidence, Argument and Impact.” Research Papers in Education 26 (3): 275–328. doi:10.1080/02671522.2011.590007.
   Web of Science ®Google Scholar
• Kaga, Y., J. Bennett, and P. Moss. 2010. Caring and Learning Together: A Cross-national Study on the Integration of Early Childhood Care and Education within Education. Paris: UNESCO.
   Google Scholar
• Kellett, M. 2010. “Small Shoes, Big Steps! Empowering Children as Active Researchers.” American Journal of Community Psychology 46 (1): 195–203. doi:10.1007/s10464-010-9324-y.
   PubMed Web of Science ®Google Scholar
• Laevers, L. 2000. “Forward to Basics! Deep-Level-Learning and the Experiential Approach.” Early Years: An International Journal of Research and Development. 20 (2): 20–29. doi:10.1080/0957514000200203.
   Google Scholar
• Lancaster, Y. P., and P. Kirby. 2014. “Seen and Heard: Exploring Assumptions, Beliefs and Values Underpinning Young Children’s Participation.” In Contemporary Issues in the Early Years. (6e), edited by Gillian Pugh and Bernadette Duffy, 91–108. London: Sage.
   Google Scholar
• Lenz Taguchi, H. 2010. Going Beyond the Theory/Practice Divide in Early Childhood Education. Oxon: Routledge.
   Google Scholar
• Marvasti, A. 2004. Qualitative Research in Sociology. London: Sage.
   Google Scholar
• Mayall, B. 2006. “Values and Assumptions Underpinning Policy for Children and Young People in England.” Children’s Geographies 4 (1): 9–17. doi:10.1080/14733280600576923.
   Google Scholar
• Maybin, J. 2013. “Towards a Sociocultural Understanding of Children’s Voice.” Language and Education 27 (5): 383–397. doi: 10.1080/09500782.2012.704048
   Web of Science ®Google Scholar
• Meighan, R. 1978. “The Learners’ Viewpoint: Explorations of the Pupil Perspective on Schooling.” Educational Review 30 (2): 91–191. doi: 10.1080/0013191780300206
   Web of Science ®Google Scholar
• Mirk, J. C. 1405/1905. Festial. Edited by T. Erbe. London: Kegan Paul, Trench, Trubner.
   Google Scholar
• Moss, P., ed. 2013. Early Childhood and Compulsory Education: Reconceptualising the Relationship. Oxon: Routledge.
   Google Scholar
• Murray, J. 2015. “Early Childhood Pedagogies: Spaces for Young Children to Flourish.” Early Child Development and Care 185 (11–12): 1715–1732. doi:10.1080/03004430.2015.1029245.
   Web of Science ®Google Scholar
• Murray, J., and P. Garner. 2015. Social and Emotional Learning Policies and Practices: A Literature Review. Unpublished. Report for UNICEF RFPS-USA-2014-501798. Northampton: NCfLB.
   Google Scholar
• OECD, European Union, UNESCO Institute for Statistics. 2015. ISCED 2011 Operational Manual: Guidelines for Classifying National Education Programmes and Related Qualifications. OECD Publishing. Creative Commons Attribution CC BY-NC-ND 3.0 IGO. Accessed April 8, 2016. http://dx.doi.org/10.1787/9789264228368-en.
   Google Scholar
• OECD (Organisation for Economic Cooperation and Development). 2006. Starting Strong II. Paris: OECD.
   Google Scholar
• Ofsted. 2015. The Common Inspection Framework: Education, Skills and Early Years. Manchester: Ofsted.
   Google Scholar
• OHCHR (Office of the High Commissioner for Human Rights). 1989. “United Nations Convention on the Rights of the Child.” Accessed April 8, 2016. http://www.ohchr.org/en/professionalinterest/pages/crc.aspx.
   Google Scholar
• OHCHR (Office of the High Commissioner on Human Rights). 2005. “Convention on the Rights of the Child: General Comment No 7. Implementing Child Rights in Early Childhood.” Accessed April 8, 2016. http://www2.ohchr.org/english/bodies/crc/docs/AdvanceVersions/GeneralComment7Rev1.pdf.
   Google Scholar
• Olafson, L., C. Grandy, and M. Owens. 2015. “Qualitative Approaches to Studying Teachers’ Beliefs.” In International Handbook of Research on Teachers’ Beliefs, edited by H. Fives and M. G. Gill, 128–149. New York: Routledge.
   Google Scholar
• ONS (Office for National Statistics). 2012. “ 2011 Census.” Accessed April 9, 2016. http://www.ons.gov.uk/ons/index.html.
   Google Scholar
• Otterstad, A., and H. Braathe. 2016. “Travelling Inscriptions of Neo-liberalism in Nordic Early Childhood: Repositioning Professionals for Teaching and Learnability.” Global Studies of Childhood 6 (1): 80–97. doi:10.1177/2043610615627927.
   Google Scholar
• Pollard, A., and P. Triggs. 2000. What Pupils Say. London: Continuum.
   Google Scholar
• Qvortrup, J. 1994. “Introduction.” In Childhood Matters: Social Theory, Practice and Politics, edited by J. Qvortrup, M. Bardy, G. Sgritta, and H. Wintersberger, 1–24. Wien: Avebury.
   Google Scholar
• Reja, U., K. L. Manfreda, V. Hlebec, and V. Vehovar. 2003. “Open-Ended vs. Close-Ended Questions in Web Questionnaires.” In Developments in Applied Statistics: Metodološki zvezki, 19, edited by A. Ferligoj and A. Mrvar, 159–177. Ljubljana: FDV.
   Google Scholar
• Robertson, L. H., and D. Hill. 2014. “Policy and Ideologies in Schooling and Early Years Education in England: Implications for and Impacts on Leadership, Management and Equality.” Management in Education 28 (4): 167–174. doi:10.1177/0892020614550468.
   Google Scholar
• Silverman, D. 2006. Interpreting Qualitative Data. 3e. London: Sage.
   Google Scholar
• Singer, A. 2014. “Voices Heard and Unheard: A Scandinavian Perspective.” Journal of Social Welfare and Family Law 36 (4): 381–391. doi:10.1080/09649069.2014.967986.
   Google Scholar
• Taylor, C., and C. Robinson. 2009. “Student Voice: Theorising Power and Participation.” Pedagogy, Culture & Society 17 (2): 161–175. doi:10.1080/14681360902934392.
   Google Scholar
• UN (United Nations). 2015. “Sustainable Development Goals: Goal 4: Ensure Inclusive and Quality Education for all and Promote Lifelong Learning.” Accessed April 8, 2016. http://www.un.org/sustainabledevelopment/education/.
   Google Scholar
• Whitaker, A. 2015. SFR: Provision for Children Under Five Years of Age in England: January 2015. London: DfE.
   Google Scholar
• Whitebread, D., and S. Bingham. 2011. “TACTYC Occasional Paper 2. School Readiness: A Critical Review of Perspectives and Evidence.” Accessed April 8, 2016. http://tactyc.org.uk/occasional-paper/occasional-paper2.pdf.
   Google Scholar
• Whitty, G., and E. Wisby. 2007. “Whose voice? An exploration of the Current Policy Interest in Pupil Involvement in School Decision-Making.” International Studies in Sociology of Education 17 (3): 303–319. doi:10.1080/09620210701543957.
   Google Scholar
• Wilkins, C. 2015. “Education Reform in England: Quality and Equity in the Performative School.” International Journal of Inclusive Education 19 (11): 1143–1160. doi:10.1080/13603116.2015.1044202.
   Web of Science ®Google Scholar
• Wrigley, T. 2014. Policy Paper: The Politics of Curriculum in Schools. London: Centre for Labour and Social Studies.
   Google Scholar
• Yin, R. 2011. Qualitative Research from Start to Finish. London: Guildford Press.
   Google Scholar