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Policy-to-practice contexts for early childhood mathematics in England

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Aubrey, Carol and Durmaz, Döndü. (2012) Policy-to-practice contexts for early childhood mathematics in England. International Journal of Early Years Education, Vol.20 (No.1). pp. 59-77. ISSN 0966-9760

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Official URL: http://dx.doi.org/10.1080/09669760.2012.664475

Abstract

This article considers the relationship between policy and practice in the early childhood mathematics curriculum for reception-class (RC) children of five years in England. It explores what the policy requires RC teachers to do in terms of curriculum implementation; what RC teachers' views and understanding of the early childhood mathematics curriculum are; how RC teachers implement early years mathematics policy; and how RC children respond. A case study design included interviews with elite participants who influenced the policy-making process, survey of RC teachers and a detailed investigation of RC classes on three school sites. As elite interviews underlined, international comparison studies have had an important influence on early childhood mathematics policies by creating top-down pressure for standards. Elites and practitioners drew attention to a tension between a play-based pedagogy and a standards agenda. Tensions in policy text were reflected in mixed and ambivalent views and reported practices by elites and practitioners. RC teachers did not merely receive and implement policy expectations but brought their own values and understandings to practice. The study reveals interplay between local and global influences in a context of changing views of early childhood, early learning and early years pedagogy.

Item Type:

Journal Article

Subjects:

L Education > LB Theory and practice of education > LB1501 Primary Education

Divisions:

Faculty of Social Sciences > Institute of Education ( -2013)

Library of Congress Subject Headings (LCSH):

Mathematics -- Study and teaching (Early childhood) -- England, Education, Primary -- Curricula -- England

Journal or Publication Title:

International Journal of Early Years Education

Publisher:

Taylor & Francis

ISSN:

0966-9760

Official Date:

2012

Dates:

Date	Event
2012	Published

Volume:

Vol.20

Number:

No.1

Page Range:

pp. 59-77

Identification Number:

10.1080/09669760.2012.664475

Status:

Peer Reviewed

Publication Status:

Published

Access rights to Published version:

Restricted or Subscription Access

References:

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