Hostname: page-component-76fb5796d-vvkck Total loading time: 0 Render date: 2024-04-26T05:54:18.356Z Has data issue: false hasContentIssue false
  • English
  • Français

Farewell to Childcare?

Published online by Cambridge University Press:  26 March 2020

Peter Moss
Peter Moss*
Affiliation:
Thomas Coram Research Unit, Institute of Education, University of London
*
e-mail: Peter.moss@ioe.ac.uk
Get access Rights & Permissions [Opens in a new window]

Abstract

The paper argues that in the early years field England has started a process of change from what is termed a ‘childcare discourse’ to a ‘pedagogical discourse’, the former representing a fragmented approach to services for children, the latter the sort of integrated and holistic approach to which the Every Child Matters policy aspires. It considers the experience of countries which have already made the turn to a pedagogical discourse, what this change might mean in the area of school-age provision and the barriers to England completing the process of change, which requires restructuring to be grounded in rethinking.

Keywords

childcareearly childhood educationpedagogyintegrationI00
Type
Articles
Information
National Institute Economic Review , Volume 195 , January 2006 , pp. 70 - 83
Copyright
Copyright © 2006 National Institute of Economic and Social Research

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anxo, D. and Fagan, C. (2001), ‘Service employment: a gender perspective’, in Anxo, D. and Storrie, D. (eds), The Job Creation Potential of the Service Sector in Europe, Luxembourg, Office for Official Publications of the European Communities.Google Scholar
Ball, S. and Vincent, C. (2005), ‘The ‘childcare champion’? New Labour, social justice and the childcare market’, British Educational Research Journal, 31(5), pp. 557–570.CrossRefGoogle Scholar
Boddy, J., Cameron, C., Moss, P., Mooney, A., Petrie, P. and Statham, J. (2005), ‘Introducing pedagogy into the children's workforce: Children's Workforce Strategy, a Response to the Consultation Document’.Google Scholar
Carr, M. and Rameka, L. (2005), ‘Weaving an early childhood curriculum’, Children in Europe, 9, pp. 6–7.Google Scholar
Central Advisory Council for Education (England) (1967), Children and their Primary Schools (the Plowden Report), London, HMSO.Google Scholar
Cohen, B., Moss, P., Petrie, P. and Wallace, J. (2004), A New Deal for Children? Re-Forming Education and Care in England, Scotland and Sweden, Bristol, Policy Press.CrossRefGoogle Scholar
Dahlberg, G., Moss, P. and Pence, A. (1999), Beyond Quality in Early Childhood Education and Care: Postmodern Perspectives, London, Falmer.Google Scholar
Department for Education and Employment (1998), Meeting the Childcare Challenge, London, Stationery Office.Google Scholar
Department for Education and Skills (2005a), Childcare Bill Consultation, London, Department for Education and Skills.Google Scholar
Department for Education and Skills (2005b), Extended Schools: Access to Opportunities and Services for All. A Prospectus, London, Department for Education and Skills.Google Scholar
Department for Education and Skills (2005c), Children's Workforce Strategy: a Strategy to Build a World-class Workforce for Children and Young People, London, Department for Education and Skills.Google Scholar
Duncan, S., Edwards, R., Reynolds, T. and Aldred, P. (2004), ‘Mothers and childcare: policies, values and theories’, Children and Society, 18, pp. 254–265.CrossRefGoogle Scholar
Edwards, C., Gandini, L. and Forman, G. (eds), (1998, 2nd edn), The Hundred Languages of Children, Norwood, NJ, Ablex.Google Scholar
Giudici, C., Rinaldi, C. and Krechevsky, M. (eds) (2001), Making Learning Visible: Children as Individual and Group Learners, Reggio Emilia, Reggio Children.Google Scholar
Gregg, P., Washbrook, L., Popper, C. and Burgess, S. (2005), ‘Effects of a mother's return to work decision on child development in the United Kingdom’, Economic Journal, Issue 501.CrossRefGoogle Scholar
HM Treasury (2003), Every Child Matters (Cm 5860), London, HMSO.Google Scholar
HM Treasury (2004), Choice for Parents, the Best Start for Children: A Ten Year Strategy for Childcare, London, HMSO.Google Scholar
Holmlund, K. (2003), ‘Governing new realities and old ideologies: a gendered, power-based and class-related process’, in Bloch, M., Holmlund, K., Moqvist, I. and Popkewitz, T. (eds), Governing Children. Families and Education: Restructuring the Welfare State, New York, Palgrave Macmillan.Google Scholar
H⊘nge, E. (2003), ‘Free-time for all’, Children in Europe, 4, pp. 4–7.Google Scholar
Jensen, J.J. and Hansen, H.K. (2002), ‘Surveying demand, supply and use of care: Denmark, retrieved 13 December 1005 from http://144.82.31.4/carework/reports/revised%2520final%2520Denmarkwp4.pdf.Google Scholar
Jensen, J.J. and Hansen, H.K. (2003), ‘The Danish pedagogues - a worker for all ages’, Children in Europe, 5, pp. 6–9.Google Scholar
Johansson, I. (2003), ‘Teaching in a wider perspective’, Children in Europe, 5, pp. 14–17.Google Scholar
Joshi, H. and Verropoulou, G. (2000), Maternal Employment and Child Outcomes, London, Smith Institute.Google Scholar
Knowles, C. (1999), ‘Cultural perspectives and welfare regimes’, in Chamberlayne, P., Cooper, A., Freeman, R. and Rustin, M. (eds), Welfare and Culture in Europe: Towards a New Paradigm in Social Policy, London, Jessica Kingsley.Google Scholar
Korpi, B.M. (2005), ‘The foundation for lifelong learning’, Children in Europe, 9, pp. 10–11.Google Scholar
Lenz Taguchi, H. and Munkhammar, I. (2003), Consolidating Governmental Early Childhood Education and Care Services under the Ministry of Education: A Swedish Case Study, UNESCO Early Childhood and Family Policy Series No. 6, Paris, UNESCO.Google Scholar
Malaguzzi, L. (1993), ‘History, ideas and basic philosophy’, in Edwards, C., Gandini, L. and Forman, G. (eds), The Hundred Languages of Children, Norwood, NJ, Ablex.Google Scholar
Miller, P. and Rose, N. (1993), ‘Governing economic life’, in Gane, M. and Johnston, T. (eds), Foucault's New Domain, London, Routledge.Google Scholar
Moss, P. (2003), ‘Getting beyond childcare: reflections on recent policy and future possibilities’, in Brannen, J. and Moss, P. (eds), Rethinking Children's Care, Buckingham, Open University Press, pp. 25–43.Google Scholar
Moss, P. (2004), Setting the Scene: A Vision of Universal Children's Spaces, London, Daycare Trust.Google Scholar
Moss, P., and Korintus, M. (2004), Work With Young Children: A Case Study of Denmark, Hungary and Spain (Consolidated Report), retrieved October 26, 2005, from http://144.82.31.4/carework/reports.pdfGoogle Scholar
Moss, P. and Petrie, P. (2002), From Children's Services to Children's Spaces: Public Policy, Children and Childhood, London, RoutledgeFalmer.Google Scholar
New Zealand Ministry of Education (2002), Pathways to the Future: a 10 year Strategic Plan for Early Childhood Education, retrieved October 26, 2005 from http://www.minedu.govt.nz/web/downloadable/dl7648_v1/english.plan.art.pdfGoogle Scholar
Organisation for Economic Cooperation and Development (2001), Starting Strong, Paris, OECD.Google Scholar
PricewaterhouseCoopers (2005), Universal Early Education and Care in 2020: Costs, Benefits and Funding Options, London, Daycare Trust.Google Scholar
Randall, V. (2000), The Politics of Child Daycare in Britain, Oxford, Oxford University Press.Google Scholar
Rinaldi, C. (2005), In Dialogue with Reggio Emilia, London, RoutledgeFalmer.Google Scholar
Sevenhuijsen, S. (1999), Citizenship and the Ethics of Care: Feminist Considerations on Justice, Morality and Politics, London, Norton.Google Scholar
Singer, E. (1993), ‘Shared care for children’, Theory and Psychology, 3(4), pp. 429–449.CrossRefGoogle Scholar
Sure Start Unit (2005a), ‘In focus: a Sure Start Children's Centre in every community’, Partners (the Sure Start newsletter for local authorities), 41, pp. 4–5.Google Scholar
Sure Start Unit (2005b), A Sure Start Children's Centre for Every Community. Phase 2 Planning Guidance (2006-08), retrieved October 26, 2005 from www.surestart.gov.uk/doc/P0001723.docGoogle Scholar
Swedish Ministry of Education and Science (1998), Curriculum for Pre-schools (English translation of Läroplan för förskolan, Lpfö-98), Stockholm, Swedish Ministry of Education and Science.Google Scholar
Tizard, J., Moss, P. and Perry, J. (1976), All Our Children: Pre-school Services in a Changing Society, London, Temple-Smith/New Society.Google Scholar
Tronto, J. (1993), Moral Boundaries: A Political Argument for the Ethics of Care, London, Routledge.Google Scholar