162 research outputs found
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A critical race theory analysis of top-down and ground-up regulatory documents in early years practice
Full text linkThe ‘pervasive silence and hesitancy to address racism and its manifestations’ (The Child Safeguarding Practice Review (HM Gov., 2025a) and how this renders invisible the safeguarding needs of Black, Asian and Mixed Heritage children is troubling. In this article we utilise Gillborn’s framework for engaging Critical Race Theory in policy to analyse the priorities, outcomes and beneficiaries of the Early Years Foundation Stage (EYFS), the Office for Standards in Education’s (Ofsted) regulatory framework, and Birth to 5 Matters. The, ‘top-down’, EYFS and Ofsted regulatory guidance, lack any specific reference to race or racism, except in citing the statutory responsibility to adhere to the Equality Act 2010. Neither the EYFS (Department for Education, 2024a) framework for practice, nor The Office for Standards in Education, Children\u27s Services and Skills (Ofsted) Inspection Handbook (2024) or Framework (2023) which regulate practice, specifically mentions race or racism. Educational practitioners feel ill-equipped to talk about race or racism (Daniel, 2023; Gabi et al., 2022; Priest et al., 2014) and yet racism remains a salient issue that negatively impacts children’s lives from pre-birth (Glowach et al., 2023 Joseph Rowntree Foundation, 2024; Alexander et al., 2015; HM Gov., 2025a). ‘Ground-up’ (Archer, 2024) guidance document, Birth to 5 Matters (Early Years Coalition, 2021), developed ‘for the sector by the sector’, does however, directly address racism in Early Years practice. In light of our analysis, we recommend that Early Years policy and regulatory frameworks urgently incorporate more explicit guidance on anti-racist praxis, and adopt a less race-evasive approach by engaging with and learning from stakeholders within the sector
Reconnecting and reclaiming Africentricity: Applying Africentric principles and pedagogy in early learning and child care settings
Full text linkAn Africentric Early Childhood Education diploma program offered in Nova Scotia (Canada) at the Nova Scotia Community College has been highlighted as a community asset, bringing strength to the early childhood sector. Underpinned by the philosophy of Ubuntu, this pre-service training fosters a supportive learning environment for Black early childhood educators. This research used a Photovoice methodology to explore the application of Africentric principles and pedagogy from participants (n=12) who were graduates of this program and working in early childhood settings during the time of the study. Through a series of workshops, participants identified five key themes: 1) I am the foundation; 2) Connection; 3) Our cultural identity; 4) Self-expression; and 5) Support. Participants referred to themselves as foundational for driving change in early childhood education and curated environments that offered authentic learning experiences of cultural advocacy. At the same time, participants shared feelings of not being supported in their practice as educators, primarily by program administrators, which hindered trust. Participants collectively developed recommendations for the early childhood sector to improve cultural safety and responsiveness. The results from the study are transferable to other educational settings in efforts to challenge systemic racism and ensure safe working environments for educators
Seeking a ‘we’: Access policies to baby rooms for cultural and neurodivergent diversities in Chile
Full text linkEarly Childhood Education and Care (ECEC) has gained increasing relevance in advancing social justice. Since 2006, Chile has implemented a policy-expansion to broaden access to baby rooms, prioritising disadvantaged families as a means of contributing to this goal. Drawing on international reviews of access to ECEC and baby rooms, key factors have been identified that inform policy development and deepen the understanding of the complex entanglements surrounding access. This study adopts an intercultural, decolonial, radical anti-racist, and critical feminist approach to explore how cultural and neurodivergent diversities access baby rooms, and how forms of structural racism persist within Chile’s public provision system. In-depth interviews were conducted with directors and educators, along with group interviews with mothers or caregivers, across eight extreme cases of baby rooms inaugurated after 2006, reflecting different types of provision and geographical areas. The findings reveal decolonial and radical anti-racist practices that resist structural racism and highlight forms of pedagogical commitment and democratic transformation aimed at fostering an inclusive “we”, exemplified by food practices that resist monocultural norms
Exploring gendered professions in nursery rhymes: Implications for learning and social interaction
Full text linkThe significance of early childhood literature in development and perpetuation of ideas and concepts in the minds of toddlers and preschoolers is well-established. A large body of work talks about the impact and role of children\u27s literature in the process of child development but very less or negligible importance is given to the way stereotypes are formed based on the reading and recital by children. Stereotypes generally serve as an underlying justification for prejudice. The formation and development of stereotypes and prejudices is based on the process of social categorization which is majorly related to personal experience and social learning. The paper argues that the language of early childhood literature, nursery rhymes in particular, plays a pivotal role in the perpetuation of stereotypes relating to gendered roles and therefore a reassessment of nursery rhymes is crucial to promote gender equality, the focal point being the professional roles. The Method of Critical Discourse Analysis is used to analyze the nursery rhymes taught at preschools and primary schools in the city of Ahmedabad. The analysis reflects a need for re-imagining rhymes for fostering a more inclusive and equitable society
The difference childhood makes: Uniqueness, accommodation, and the ethics of otherness
Full text linkThis article examines how the concept of childhood shapes understandings of social difference in education, with a focus on the intersections of ability, disability, and pedagogy. Through an exploration of childhood objects, teacher candidates\u27 reflections revealed three recurring ways to approach difference: as an expression of individual uniqueness, as requiring accommodation, and as an irreconcilable disruption. We draw on Lauren Berlant to show how narratives of uniqueness and accommodation tended to reaffirm the ‘cruel optimism’ of normative developmental frameworks and ideals of assimilation. We further show how moments of disruptive difference unsettled and inconvenienced these paradigms, creating openings to reflect on educators’ own ways of embodying alterity to create a space for criticality. By centering the ethical possibilities inherent in disruptive differences, this work invites educators to imagine education not as a site of management or resolution, but as a space of relational interdependence, where coexistence depends on valuing the inconvenience of difference. Our findings call for a reimagining of pedagogy as an ethical encounter that embraces the complexity of living with and through difference
Transformational (methodological) shifts towards anti-racism: Revolt, realities and rhizomes
Full text linkMany worldly concerns of today are arguably – and potentially increasingly – fuelled by racist orientations. They are institutional, structural, and individual. What is the role then, of early education, and of educational research? In what ways might research contribute to transforming orientations, towards difference, towards racism? Given the emphasis on strengthening young children’s cultural sense of belonging, teachers ask: but what about me? Teachers’ own marginalisations remain an under-researched area, a situation which is further exacerbated in the highly diverse contexts of Australia and Aotearoa New Zealand, where further immigration is encouraged to fill dire teacher shortages. This paper draws on teachers’ storying of realities and of transformations towards diversities and explicit racist behaviours in Australia and Aotearoa. The research is funded by the Australian Research Council, obtained University of Melbourne ethical approval, and involves 23 participants. In this paper I draw on 1 teacher’s narrative to explicate experiences and orientations in early childhood settings. I argue for feminist philosophical research approaches foregrounded by Kristeva’s notion of revolt, as a state of constant critical questioning. Further, the notions of teachers’ realities and rhizomes elevate the importance of a reorientation of attitudes beyond racism in research and teaching for teachers of young children. Doing research and difference differently, I argue, is crucial for raising awareness of and respecting diversities in more equitable, less racist ways
Understanding the literature in the United Kingdom on racially minoritised young children, families, and practitioners in early childhood education and care
Full text linkThere is a plethora of research evidence that good ECEC is critical for young children to thrive and to have positive long-term outcomes. This is of particular importance for young children in the UK from racially minoritised communities who tend to have poorer educational outcomes with disadvantage magnified into adulthood. Against this backdrop, we wanted to develop a better understanding of the amount of UK academic literature that focussed on racially minoritised young children, their families, and practitioners. To do this we undertook a PRISMA scoping review to develop a systematic list of articles, books, and reports published up to 1.11.2024 on the following databases - JSTOR, Web of Science, and SCOPUS. Using key search terms we sourced 1,387 items. The first review reduced this to 55 items and further investigations resulted in exclusion of those items that did not meet our key search terms; this left 24 books, articles, and reports. These were categorised thematically as: anti racist practice, children’s experience, culture, de/colonial play, Fundamental British Values, identity, inclusion, inequality, racism, and workforce. We took a storytelling approach to tell four stories: racism and inequality, policy and practice, children’s experiences and children’s rights. Our analysis and discussion employed Critical Race Theory to understand how racism impacted the research in the articles, and what the literature reveals about ECEC pedagogy and practice. We make suggestions for future researchers, providing encouragement to expand the canon of literature and develop research and outputs that addresses, dismantles, and challenges systemic racism in ECEC
Factors affecting first-grade pupils\u27 physical activity during the school day: A pilot study
Full text linkPhysical activity is essential for the healthy development of children, yet many do not achieve the recommended levels. This study investigates the influence of school environments and educational practices on pupils\u27 PA during the school day, emphasizing the importance of supportive school conditions and structured activities. This pilot study involved 43 children from three primary schools in the Olomouc region of the Czech Republic. PA was measured using digital pedometers. Data on school conditions and family lifestyle were collected via two questionnaires. The analysis employed variance inflation factor analysis, principal component analysis (PCA), multiple linear regression, and Spearman’s correlation coefficient to identify key predictors of PA. The results show that the most influential factors on PA were passive conditions of the school environment, particularly school size and access to sports facilities. Active conditions, such as organized PA breaks and outdoor learning, also had a positive effect on PA levels. However, family lifestyle did not show a significant direct impact on school-day PA. The findings underscore the crucial role of school environments and educational practice in maintaining children\u27s PA. There is a significant need for policies and initiatives that promote active school environments. Schools should implement comprehensive PA programs to support children’s overall health and well-being
A study of teachers\u27 perceptions of early childhood language and literacy education: Importance-performance analysis
Full text linkThis study analyzes kindergarten teachers\u27 perceptions of the importance and performance in early childhood language and literacy education in hopes of identifying practical ways to support early childhood language and literacy development. The research questions were as follows. First, how do kindergarten teachers’ perceptions of the importance differ from their perceptions of performance in early childhood language and literacy education? Second, what does an IPA analysis reveal about kindergarten teachers’ importance- and performance-related perceptions of specific areas of early childhood language and literacy? Analyzing a sample of 200 kindergarten and daycare teachers responsible for classes of 3-, 4-, and 5-year-olds, we examined differences in importance- and performance-related perceptions regarding early childhood language and literacy education. Our analysis focused on four areas (listening, speaking, reading, writing) in 22 sub-items. The results revealed similarities and differences between kindergarten teachers’ importance- and performance-related perceptions of listening, speaking, reading, and writing. The IPA analysis showed that Quadrant 1 had a high proportion of listening, speaking, and reading, mainly featuring elements related to attitude and comprehension, while Quadrant 3 had a high proportion of writing, mainly featuring elements related to the technical aspects of language, such as phonemes, fluency, and accuracy. Exploring the extent to which teachers\u27 perceptions of the importance of each area of early childhood language and literacy education are connected to practice, the results of this study highlight the need for specific support and education in areas where discrepancies exist between perceptions and implementation
Addressing the hidden costs of preschool soft expulsions: Examining racial and disability inequities in early childhood exclusion
Full text linkSoft expulsion, the unofficial removal of children from preschool due to perceived behavioral challenges, disproportionately affects children from marginalized communities, particularly those receiving special education services. Practices such as frequent early pick-up requests or suggestions that a program is not a “good fit” reflect systemic inequities, including implicit bias, insufficient trauma-informed training, and structural racism. Black boys and children with disabilities experience these exclusionary practices at higher rates, leading to long-term social-emotional and academic harm. Grounded in critical race theory, this paper critiques colorblind ideologies that obscure racialized and ableist discipline practices, perpetuating the ordinariness of racism in early learning. It examines how soft expulsions disrupt developmental trajectories and limit access to foundational learning experiences. This paper calls for anti-racist reforms, including policy changes, comprehensive anti-bias training, and resource reallocation to address these inequities. It advocates for culturally responsive, trauma-informed teaching and critiques accountability systems that fail to track soft expulsions. Policy recommendations include mandatory data collection, expanded mental health support, and restructuring teacher education to incorporate anti-racist and anti-ableist curricula. This work contributes to the broader discourse on equity in early childhood education, urging systemic change to ensure all children have access to inclusive, supportive learning environments