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Shifting Worlds of the Young Child: ...

Peach, Ruth L.

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Shifting Worlds of the Young Child: A Discursive History of the Early Years Foundation Stage in England.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Shifting Worlds of the Young Child: A Discursive History of the Early Years Foundation Stage in England./
Author:	Peach, Ruth L.
Description:	226 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
Contained By:	Dissertation Abstracts International74-10A(E).
Subject:	Education, Early Childhood. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3566286
ISBN:	9781303172533

Shifting Worlds of the Young Child: A Discursive History of the Early Years Foundation Stage in England.
Peach, Ruth L.

Shifting Worlds of the Young Child: A Discursive History of the Early Years Foundation Stage in England. - 226 p.

Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.

Throughout the early 21st century, ideas about standardization, learning goals, and curriculum shovedown increased the emphasis on academic attainment for young children to a degree formerly reserved for older children; I focus on England although these ruptures occurred in many countries. My analysis of national legislation and of curricula indicated that this reflected a rupture in the grid of reasoning about young children that moved them into the arena of schooled, important and with 'potential' to be developed resources for the nation. The early 19th century was also a time of rupture in the grid of reasoning about the young child as legislation and curricula reconstituted 'normal' children as workers, then as students. The two themes, the 'normal child' and the child with 'potential', during these two discursive moments (late 20th/early 21 st centuries and early 19th century) comprise the topic of this dissertation. England's Education Act 2002 was part of a reconstitution of young children that brought a new kind of 'normal child' into existence in England, the early years foundation stage child, in the late 20th and early 21st century. The extensive use of the scientifically defined 'normal', or 'not normal' (sometimes further defined as 'at risk', 'a dangerous outsider' or 'disabled') in the language of national policy documents and curriculum guides and the many implications of this definition has been influential in the formation of a grid of reasoning about the young child includes ideas about the complexities of national imaginaries that are part of the circulation of power/knowledge that produced the curricular decisions and the legislation. Analysis of the capillaries of power/knowledge that run through these two times of rupture brings new ideas to the long-term discussion about standards, the 'universal child', surveillance and the child with 'potential'.

ISBN: 9781303172533Subjects--Topical Terms:

1017530
Education, Early Childhood.

Shifting Worlds of the Young Child: A Discursive History of the Early Years Foundation Stage in England.
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245 1 0 $a Shifting Worlds of the Young Child: A Discursive History of the Early Years Foundation Stage in England.
300 $a 226 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
500 $a Advisers: Marianne N. Bloch; Thomas S. Popkewitz.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2013.
520 $a Throughout the early 21st century, ideas about standardization, learning goals, and curriculum shovedown increased the emphasis on academic attainment for young children to a degree formerly reserved for older children; I focus on England although these ruptures occurred in many countries. My analysis of national legislation and of curricula indicated that this reflected a rupture in the grid of reasoning about young children that moved them into the arena of schooled, important and with 'potential' to be developed resources for the nation. The early 19th century was also a time of rupture in the grid of reasoning about the young child as legislation and curricula reconstituted 'normal' children as workers, then as students. The two themes, the 'normal child' and the child with 'potential', during these two discursive moments (late 20th/early 21 st centuries and early 19th century) comprise the topic of this dissertation. England's Education Act 2002 was part of a reconstitution of young children that brought a new kind of 'normal child' into existence in England, the early years foundation stage child, in the late 20th and early 21st century. The extensive use of the scientifically defined 'normal', or 'not normal' (sometimes further defined as 'at risk', 'a dangerous outsider' or 'disabled') in the language of national policy documents and curriculum guides and the many implications of this definition has been influential in the formation of a grid of reasoning about the young child includes ideas about the complexities of national imaginaries that are part of the circulation of power/knowledge that produced the curricular decisions and the legislation. Analysis of the capillaries of power/knowledge that run through these two times of rupture brings new ideas to the long-term discussion about standards, the 'universal child', surveillance and the child with 'potential'.
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