More than childcare: part 3 – professionalism

Professionalism In 2007, as part of its plans to raise standards in early years education, the Government introduced Early Years Professional Status (EYPS). The move to introduce a graduate to every setting, it is argued, effectively imposed ‘professionalism’ on the sector. Furthermore, the suggestion that enhancing competencies or upskilling the workforce in a formal way will … More More than childcare: part 3 – professionalism

More than childcare: part 2 – gender

Gender The gender profile of the early years sector has changed little over the years, overwhelmingly represented by female workers, with the Fatherhood Institute (2015) having reported that “fewer than 2% of staff working in early years and childcare in England are men”. The traditional view of early childhood work related to the ‘care’ of … More More than childcare: part 2 – gender

Part 3: the three Ps

Concluding a three-part series relating to creativity is a third post exploring the nature of Performativity, a policy technology evolving in England linked to the production of ‘appropriate’ data in the education system. PERFORMATIVITY An inherent conflict currently exists in England between the creativity agenda and the concept of ‘performativity’. This is leading to uncertainty … More Part 3: the three Ps

Part 2: the three Ps

Introducing the second post in a three-part series relating to creativity in which I look at how Possibility thinking can be supported in the classroom through pedagogical practices. POSSIBILITY thinking Where practitioners recognise the social construction of learning and development in the area of expressive arts and design, thereby enabling children to participate as active … More Part 2: the three Ps

The three Ps – Play, Possibility and Performativity

In this first of a three-part series of posts relating to creativity, I look at how closely the process of Play is related to creative thought. The process of PLAY Our understanding of early childhood and the way in which children learn originates from the theories behind research, described by Penn (2004) as being “the … More The three Ps – Play, Possibility and Performativity

Redefining play

In the UK, there is a movement towards reinvigorating the concept and also the importance of play. Play England, is just one organisation campaigning for all children and young people to have freedom and space to play throughout childhood. Working with national partners and other organisations, Play England aims to raise awareness about the importance of … More Redefining play