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Constructions of ‘Quality Provision’ in Early Childhood Education and Care
Submission DeadlineSep. 10, 2020

Submission Guidelines: http://www.sciencepublishinggroup.com/journal/guideforauthors?journalid=192

Lead Guest Editor
Karen Boardman
Department of Early Years Education, Edge Hill University, Liverpool, UK
Guest Editors
  • Julie Sealy
    Department of Early Years Education, Edge Hill University, Liverpool, UK
  • Jo Albin-Clark
    Department of Early Years Education, Edge Hill University, Liverpool, UK
  • Charmaine Bonello
    Department of the Curriculum Lifelong Learning and Employability, Ministry for Education and Employment, Floriana, Malta
  • Jools Page
    School of Education, University of Brighton, Brighton, UK
  • Alicia Blanco-Bayo
    Department of Early Years Education, Edge Hill University, Liverpool, UK
  • Rachael Levy
    Department of Learning and Education, UCL Institute of Education, London, UK
Introduction
Quality provision is a phenomenon that is both confused and confusing for the ECEC workforce internationally. Curriculum policy, workforce reform, ‘governance’, compliance and perceptions of neoliberal ‘top-down’ accountability is shaping provision and pedagogy for very young children, often against the flow of the professional workforce and their autonomy.
This special issue will draw on a variety of contemporary research projects which demonstrate how the policy discourse of assessment, accountability and ‘professionalism’ influences pedagogy and consequently impacts on the quality of provision for very young children.
Aims and Scope:
  1. Quality Constructs
  2. Assessment
  3. Accountability
  4. School Readiness
  5. Documentation
  6. Agency
Guidelines for Submission
Manuscripts should be formatted according to the guidelines for authors
(see: http://www.sciencepublishinggroup.com/journal/guideforauthors?journalid=192).

Please download the template to format your manuscript.

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