Talking heresy about ‘quality’ early childhood education and care for children in poverty

an article by Donald Simpson (Teeside University, UK), Sandra Loughran (no affiliation given), Eunice Lumsden (University of Northampton, UK), Philip Mazzocco (The Ohio University at Mansfield, USA), Rory McDowall Clarke (University of Worcester, UK) and Christian Winterbottom (University of North Florida, USA) published in Journal of Poverty and Social Justice Volume 26 Number 1 (February 2018)

Abstract

This paper considers the socially progressive function of a model of ‘quality’ early childhood education and care widely prescribed to address child poverty across England and the USA.

Ubiquitous, it is imbued with a sense of objectivity, secureness and practicality.

We question these foundations.

Then using data from practitioners in both countries, we contrast expectations about this model of ECEC as an unmitigated good building resilience to ‘break cycles of disadvantage’, with the everyday experiences and frustrations of practitioners pursuing it.

Their data suggest this model of ‘quality’ has limitations and some heresy is required about this policy orthodoxy.

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