This blog post is based on my recent article published in the British Educational Research Journal (Kay, 2023). Using data from semi-structured interviews with two teachers, the paper addresses the tensions between teachers’ professional beliefs and knowledge, and the school readiness agenda in a reception classroom in England. Using Cultural-Historical Activity Theory (CHAT), contradictions are identified as a way of illuminating these policy–practice tensions.

School readiness has become a dominant discourse in early childhood education (ECE) policy frameworks at a global level. Ensuring children are ‘ready for school’ is seen as a way of breaking the cycle of poverty and narrowing the attainment gap between disadvantaged children and their more affluent peers (Kay, 2018). The policy push to ready children for school has led to a focus on more formal outcomes – such as Mathematics, Literacy and Phonics (OECD, 2017), resulting in a shift from play, child-led and adult-led activities, to formal approaches with teacher-led activities (Ofsted, 2017). In England, this shift has been marked by the emphasis on the Good Level of Development (GLD) as a measure of school readiness, assessing children’s competence in key developmental areas at the end of the reception year. The ‘high stakes’ nature of the GLD has led to what Roberts-Holmes (2015, p. 307) refers to as a ‘replication of the primary school performance culture’.

Utilising Cultural-Historical Activity Theory (CHAT), the research highlights the contradictions between policy-imposed readiness and teacher beliefs. Drawing from Engeström and Sannino’s (2011) work, the paper categorises these contradictions as dilemmas, double binds, critical conflicts and conflicts, using specific linguistic cues for identification. This approach not only points out the tensions but also offers a nuanced understanding of the policy–practice divide.

‘The ambiguity surrounding the concept of “school readiness” itself – whether it pertains to entering reception or transitioning from reception into year 1 – adds to the complexity.’

The study reveals a spectrum of tensions. Teachers are caught between meeting the diverse needs of children and policy expectations. The ambiguity surrounding the concept of ‘school readiness’ itself – whether it pertains to entering reception or transitioning from reception into year 1 – adds to the complexity. Teachers express concerns over the unrealistic time frames and expectations to meet the GLD, especially for children with English as an Additional Language or special educational needs. One teacher explained:

‘… children who don’t speak English who are expected all of a sudden to be able to read and write … but it doesn’t matter … we had M in November who couldn’t literally utter a word … not even a hello or yes or anything … and obviously he’s still expected to reach the same end point as everybody else.’

Children enter school with significant gaps in their learning that teachers need to address before they can focus on more formal approaches used to teach Mathematics and Literacy. Teachers also highlighted how these expectations and pressures can have an impact on the children:

‘… there’s a fine line isn’t there between preparing them and completely worrying them half to death … I don’t want to do that … but I do think they feel the pressure …’

Despite these challenges, teachers adopt pragmatic strategies. They strive to balance their pedagogical beliefs with policy demands, focusing on holistic development and emotional preparedness for year 1. This approach reflects a resilience in the teaching community, where educators work within the constraints but also beyond them, catering to the unique needs of the children.

This research sheds light on the intricate dynamics between ECE policy frameworks and teacher practices. It underscores the need for policies that resonate with the realities of the classroom and respect the professional insights of teachers.

This blog post is based on the article ‘ “I feel like the Wicked Witch”: Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in early childhood education’ by Louise Kay, published in the British Educational Research Journal.

References

Engeström, Y., & Sannino, A. (2011). Discursive manifestations of contradictions in organizational change efforts: A methodological framework. Journal of Organizational Change Management, 24(3), 368–387. https://doi.org/10.1108/09534811111132758

Kay, L. (2023). ‘I feel like the Wicked Witch’: Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in early childhood education. British Educational Research Journal. Advance online publication. https://doi.org/10.1002/berj.3937

Kay, L. (2018). School readiness: A culture of compliance? [Unpublished doctoral thesis]. University of Sheffield.

Office for Standards in Education [Ofsted]. (2017). Bold beginnings. https://www.gov.uk/government/publications/reception-curriculum-in-good-and-outstanding-primary-schools-bold-beginnings

Organisation for Economic Co-operation and Development [OECD]. (2017). Starting Strong V: Transitions from early childhood education and care to primary education. http://dx.doi.org/10.1787/9789264276253-en

Roberts-Holmes, G. (2015). The ‘datafication’ of early years pedagogy: ‘If the teaching is good, the data should be good and if there’s bad teaching there is bad data’. Journal of Education Policy, 30(3), 302–315. https://doi.org/10.1080/02680939.2014.924561