Where are the children’s voices and choices in educational settings’ early reading policies? A reflection on early reading provision for under-threes

Karen Boardman*

*Corresponding author for this work

Research output: Contribution to journalArticle (journal)peer-review

2 Citations (Scopus)
19 Downloads (Pure)

Abstract

This paper outlines the findings of an empirical research study exploring how early years settings support under-threes with their early reading development in England. The data was collected through a mixed methodological approach of a survey (n = 60 respondents), five semi-structured interviews and two focus group workshops to explore the experiences of Early Years Educators (EYEs) working with under-threes, analysed using Schreier’s (2012) thematic analysis of coding maps. The main purpose of this research study was to find out what EYEs do with under-threes to support early reading and why. This paper seeks to acknowledge where children’s voices and their choices are included in educational settings’ early reading policies, and at what point. The data provides some original insights, especially for the under-threes in this study. The data suggests that when it comes to under-threes and early reading, there is no space for their voices to be included, alongside the wider neoliberal reading attainment agenda. This small-scale study offers a distinct contribution to the field of research into early reading with the emphasis on under-threes. This research may be utilised to review ethical pedagogical approaches to early reading policy development and to reflect further on provision for under-threes.

Original languageEnglish
Pages (from-to)131-146
Number of pages16
JournalEuropean Early Childhood Education Research Journal
Volume30
Issue number1
Early online date20 Jan 2022
DOIs
Publication statusPublished - 20 Jan 2022

Keywords

  • Children’s voices
  • early reading
  • pedagogy
  • policy
  • under-threes

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