Challenging perceptions: working with the "Terrible Twos"

Student, A. (2016) Challenging perceptions: working with the "Terrible Twos". Undergraduate thesis, University of Chichester.

[img] Text
2016008.v2.pdf - Submitted Version
Restricted to Repository staff only
Available under License Creative Commons Attribution.

Download (3MB) | Request a copy

Abstract

This research project aims to examine and critically reflect on literature, research and policy surrounding the well-being of two-year-olds in Early Years (EY) settings in the UK and to provide recommendations, based on expert opinion and my own experience of working in EY, for best practice when working with two-year-olds.Using the literature-based research method, this project identifies and critically analysis the themes of the history of Early Years provision for two-year-olds,
Tensions between governments and the Early Years sector have led to the Early Years workforce being misrepresented in the media. During the coalition government, former Deputy Prime Minister stated that EY practitioners were a
'bloshie lot, after a group of EY workers challenged him about his party's plans for the EY sector (Learner, 2015). More recently the EY workforce has been accused of 'breeding a generation of unruly toddlers,' (Leitch, 2014.7b) by politicians; unfortunately, the EY sector is frequently misrepresented by poorly evidenced statements and policies from government (Leitch, 2014b). There is also a current government agenda to encourage parents to return to work by offering a demand led approach to Early Years services (Prime Minister's Office, 2015), this has unfourtnuately had an impact on the way that the Early Years sector is viewed, thus there are tensions between the notions of care and education within the sector (Webb et al., 2015).
I conclude that the Early Years sector, have and are continuing to show, through the analysis of secondary data, that they are continuously striving to improve outcomes for children who attend their settings. Tensions will continue to remain between play-based and more formal education until there is a shift in the way that Early Years is viewed by governments and that quality provision is not always in the best interest of the child when viewed in terms of inputs and outputs.

Item Type: Thesis (Undergraduate)
Additional Information: BA (Hons) Degree in Childhood Studies: Early Years
Subjects: L Education > LB Theory and practice of education
Divisions: Departments > Childhood and Youth
Undergraduate Dissertations
Depositing User: Wendy Ellison
Date Deposited: 10 Aug 2017 12:45
Last Modified: 10 Aug 2017 12:45
URI: http://eprints.chi.ac.uk/id/eprint/2605

Actions (login required)

View Item View Item