IEUA NSW/ACT Branch ECEC Organiser, Lisa James, looks at UK moves toward digital information and formalised learning in early childhood education.
Alice Bradbury (2019) says the UK early childhood curriculum, the Early Years Foundation Stage (EYFS), is subject to ‘datafication’ - which she describes as “practices, values and subjectivities shift towards a focus on the production and analysis of data, most often related to assessments” and “schoolification”.
Bradbury defines this as “a term used to describe the adoption of school-like practices and values in ECE”, leading to more formalised teaching, a focus on literacy and numeracy and grouping children according to ability based on assessments of developmental stages. Teachers admitted to planning increasing activities that allowed them to demonstrate children were achieving set learning goals.
Bradbury warns that the increasing role of digital information and the move towards more formal learning create “a mutually reinforcing need for more data and more activities to produce those data”. The collection of data shapes attitudes (what teachers perceive as important) and practices (what they spend time doing).
In the UK, children are subjected to a Baseline Assessment upon entry into Reception (attended by 4-5-year olds). Teacher observations, photographs and work samples are then used to assess children’s progress against 17 Early Learning Goals every six weeks.
Children are given ratings of ‘emerging’, ‘expected’ and ‘exceeding’. The EYFS profile originally included 117 profile points, and teachers were required to provide three pieces of evidence for each child for each point. The Baseline Assessment contains 47 statements and teachers are required to collect data evidence on each statement.
Teachers complain that performing the Baseline Assessment on each child takes away valuable time that would have been better used to build relationships with the children in their class.
This data accumulated on children is portrayed as evidence of teachers’ professionalism, leading to pressure as policies define how children’s successful progress should look and teachers are constantly checking for gaps in the data they produce. The data also gives rise to meetings about children’s progress and meeting ‘targets’ with management and the government department that monitors quality standards.
Data can dehumanise
Simon (2005) cautioned that collecting masses of data can dehumanise, where “the individual is doubled as code, as information, or as simulation such that the reference . . . is no longer the body but its double, and indeed this is no longer a matter of looking but rather one of data analysis” (p15). As children are compared against the criteria, they begin to be simply labelled as “ahead” or “behind”, rather than acknowledged as complex and unique individuals.
The UK released a report entitled Bold Beginnings, which recommended more focus on formal teaching and revising the existing Early Learning Goals, so they more closely align with the school curriculum. Preschool programs are evaluated according to the children’s ability to meet specified outcomes. These statistics are viewed as an appropriate way of targeting government funding and accountability in terms of measuring a return on investment deemed to be ‘quality’ in return for government funding.
According to Bradbury, signs of ‘schoolification’ include increased emphasis on formal teaching/learning activities (particularly literacy and numeracy), reduced time allowed for spontaneous child-directed and initiated play and creativity, in addition to school-based pedagogical practices including grouping children according to their level of ability. Despite acknowledgement of the whole child in the EYFS, the curriculum is reduced experiences that promote literacy and numeracy. ‘Schoolification’ appears to be the process of recording only what can be measured, and in doing so, failing to recognise and honour the whole child.
References
Bradbury, A; (2019) Datafied at four: the role of data in the ‘schoolification’ of early childhood education in England. Learning, Media and Technology, 44 (1) pp. 7-21.
Simon, B. (2005). The return of panopticism: Supervision, subjection and the new surveillance. Surveillance & Society, 3(1).