Credit: Cavan via Adobe Stock.

10 May 2024

By Peter Moss

A recent editorial in The Guardian asserted that ‘childcare and nursery education in England is in the process of being transformed’. It referred to the government’s policy of extending ’30 hours free childcare’ to children from 9 months of age, providing they have employed parents earning over a certain amount. There is, however, nothing transformative about this policy; rather, it is more ‘reformist tinkering’ that simply doubles down on what the Nuffield Foundation recently described as ‘a dysfunctional system in need of a radical re-think.’ (more…)

Photo by vsuydam via Creative Commons

3 February 2022

By Claire Crawford, Laura Outhwaite, Sam Sims and Gill Wyness

4 May 2021

By Peter Moss and Guy Roberts-Holmes

Our last blog highlighted neoliberalism – what it is and where it came from. We argued that it has penetrated all aspects of everyday life, yet many people neither recognise what it is nor understand its huge influence. Education is no exception, as a Canadian course tutor vividly illustrates: ‘My students have asked: “Why should we bother studying this?”; “Why should we bother with neoliberalism when we have to learn how to teach children?”’

Compulsory and higher education have been well served by studies of neoliberalism. They have detailed how this philosophy has circulated since the 1980s via the ‘Global Education Reform Movement’. GERM’s common symptoms have included the spread of market logic, business management models and test-based accountability, and a narrowing of curricula to focus on literacy, numeracy and science.

Less attention has been paid to early childhood education. This is the subject of our newly published book, Neoliberalism and Early Childhood Education: Markets, Imaginaries and Governance. Though (more…)

Margaret Thatcher and Ronald Reagan were the movement’s standard bearers. ROBERT HUFFSTUTTER via cc

28 April 2021

By Peter Moss and Guy Roberts-Holmes

In his foreword to our new book, Neoliberalism and Early Childhood Education, published today, Professor Stephen Ball offers a stark assessment: ‘neoliberalism now configures great swathes of our daily lives and structures our experience of the world – how we understand the way the world works, how we understand ourselves and others, and how we relate to ourselves and others.’

It has reached, as we will describe in our next blog, deep into all sectors of education – and far beyond. Whether it’s schools or bus services competing for custom, or the privatization of public utilities and the sub-contracting of public services to big business, or the marginalization of trade unions and the vaunting of a ‘flexible’ labour market, or the turning over of care for older people to private providers, neoliberalism has become the normal backdrop to life, appearing natural and self-evident. How else, we might ask, could things be?

Yet despite its enormous influence on all aspects of our lives, many people today can neither name nor describe (more…)

Dominic Wyse.

Government guidance for schools reopening this month originally suggested that national curriculum subjects could be dropped in order to focus on key areas such as phonics. In the latest welcome U-turn, the guidance now says that “the curriculum remains broad and ambitious”. But at the same time it notes that “Substantial modification to the curriculum may be needed at the start of the year, so teaching time should be prioritised to address significant gaps in pupils’ knowledge with the aim of returning to the school’s normal curriculum content by no later than summer term 2021,” and goes on to give details.

The key question is, will the guidance’s emphasis on aspects such as “disapplication”, “the essentials”, and “phonics” lead to some subjects in the curriculum being neglected? The history of governments’ national curriculum reform in England suggests this will be the case.

The guidance continues, “For pupils in Reception, teachers should also assess and address gaps in language, early reading and mathematics, particularly ensuring children’s acquisition of phonic knowledge and extending their vocabulary. Settings should follow updates to the EYFS [Early Years Foundation Stage] disapplication guidance.”

And, “For pupils in key stages 1 and 2, school leaders are expected to prioritise identifying gaps and re-establish good progress in the (more…)

Peter Moss.

Early childhood services in England need to be transformed. The split between childcare and education, firmly embedded in our deeply flawed system, is one of the key problems. The solution is to stop focusing on childcare and reform our early childhood provision as an education service.

This is a central argument of a new book I have edited with Claire Cameron, with contributions from academics at or associated with UCL Institute of Education.

After the second world war England’s early childhood services suffered policy neglect for decades and the split between ‘daycare’ services (under health) and school-based services (under education) was ignored. Then the 1997 election brought landmark change. Early childhood became a New Labour government priority, followed by a start on integration. All services came under education and a common system of regulation (Ofsted and the Early Years Foundation Stage) was implemented.

But integration stalled before the difficult bits were tackled. Services remained fragmented, with (more…)

Guy Roberts-Holmes, Siew Fung Lee and Diana Sousa.

The Covid-19 crisis means that young children have had prolonged absence from nurseries, and lost the chance to interact with their peers.  As Shadow Schools Minister Margaret Greenwood has told the Government, ‘Some will have lost parents, grandparents or other family members, while others will have simply struggled, like millions of others across the UK, with living in lockdown, unable to play with their friends’.

This means that early years teachers and care workers need to focus even more than usual on children’s well-being and mental health. We argue that the DFE’s latest iteration of Reception Baseline Assessment (RBA) is an unnecessary distraction at a time like this.

Fortunately, the DFE has taken on board our concerns and those of others and has just announced that the RBA’s introduction is to be postponed for a year.

As many parents, teachers and children have experienced, home learning is no easy substitute for socially inclusive and participatory (more…)

Yuwei Xu and Clare Brooks. 

With the outbreak of COVID-19 globally, school closures and online education have become shared  experiences for children, teachers, and parents around the world. As China emerges from lockdown, schools are preparing for re-opening.

National guidelines, issued by the People’s Republic of China’s Ministry of Education, on COVID-19 prevention and control at all school levels, focus on medical suggestions, physical health and hygiene. However, teachers everywhere are concerned about the mental and social aspects of children’s returning to schools. In this blog, drawing on relevant research from China and elsewhere, we summarize some of the major considerations for young children’s post-COVID-19 psychological and social readiness. (more…)

Jie Gao and Clare Brooks.

While we are marching towards the third week of lockdown in the UK, Chinese early childhood practitioners are busy preparing for the re-opening of kindergartens after more than two months of quarantine. We asked some of them to share their experiences and lessons learnt during quarantine. We also sought out articles written by Chinese Early Years experts for supporting practitioners and parents in such an unprecedented situation. Their advice is underlined.

Acknowledge the challenges

At the beginning of the coronavirus outbreak, Chinese schools were on holiday for the Spring Festival. When the country went into lockdown, the school starting date was postponed indefinitely. Just like in other places around the world, Chinese kindergarten teachers had to support parents in educating and caring for young children at home.

For Chinese early years teachers this involved new responsibilities, including: (more…)

Clare Brooks, Eleanor Kitto and Carole Scott.

In the first of two blog posts on home learning and young children in these extraordinary times, we highlighted how clear and practical research evidence can help schools and parents find principles to guide them during the closure of schools and early years settings.

The Effective Pre-School, Primary and Secondary Education (EPPSE) project, for example, shows what types of child-adult interactions help learning and demonstrates the tremendous importance of children’s home learning environments.

We should also consider that a period of learning at home could reinforce inequalities between children, and that months away from school could mean that emerging learning problems are missed by professionals.

Those from homes (more…)