Essay title: Drawing on a range of examples, explore the ways in which policy has impacted on the changing cultures of Early years education. – What policy influences the way that things are done in that particular phase of education. Learning outcome 1: What are cultures? What are educational cultures specifically? What influences educational cultures? What are educational cultures in your chosen phase of education? Learning outcome 2: What does your phase of education look like? What is it made up of? What influences it? What are the values of your chosen phase and are these agreed upon? What policy has impacted on your chosen phase of education? How has this influenced the culture in your phase? Be specific with examples of policy – examine these and relate them to academic literature too Learning outcome 3: What is educational inclusion? What does it mean in your phase of education? How has that policy impacted on educational inclusion? This needs to be a fully constructed and detailed essay. LO2 and LO3 need to include the most points. What academic literature supports your discussions – Barista Article – Hidden Curriculum – League Tables – Cultural Capital – Pierre Bourdieu – Fundamental British Values in Early years – EYFS – Safeguarding – Equality Act 2010 – Early years framework – Early childhood policy and practice in England – Ofsted of Early Years – Social factors – The Unique Child = There is a ‘basic assumption that all children in all cultures are largely the same and follow the same patterns of development and this which results in lists of developmental ages and stages, tick lists, ratings scales and other norms through which all young children can be understood’ (Lewis, 2018:5) Developmental truths All children should be able to do certain things at certain times: Psychology Neuroscience Biology Randomised controlled trials What works approach his homogenised view of childhood risks labelling of children who do not follow the standardised developmental pattern as being in deficit at a very early age and their being subjected to services for children whose ‘progress is less than expected’ (DfE, 2017:10). From the policy maker’s perspective, any failure to meet the agreed developmental goals is seen as a failure on the part of the child, the family or the practitioner rather than an overly narrow and standardised view of what the goals should be in the first place’ (Lewis, 2018:5) Principles of the Early Years: Early Years learning – play based Individual learning and interests Child-led and child-focused The unique child – ‘every child is a competent learner from birth who can be resilient, capable, confident and self-assured’ (DfE, 2017:6) – Policy drivers in the Early Years: EYFS framework Development Matters guidance – ages and stages Inspection Framework League tables England’s participation in the OECD International early Learning and Child wellbeing study – Policy levers in Early years EYFS framework Development Matters guidance – ages and stages Inspection Framework League tables England’s participation in the OECD International early Learning and Child wellbeing study
