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Making Sense…Early Childhood rev3_Making Sense…Early Childhood rev3 09/12/2010 09:24 Page 1

Making Sense of

in Early Childhood
Making Sense of Theory and Practice
This accessible book demystifies the links between theory and practice for those
studying in the field of early childhood. It shows how theory can be exciting,
innovative and trigger new ways of thinking.
Throughout the book the authors demonstrate the influence of theoretical
perspectives on their own practice and research. They articulate how this adds
depth to their studies by linking into wider and more enduring themes.
Theory &Practice
The book is divided into two parts; part one looks at ‘Community, interaction and
identity’ and addresses several different aspects of social constructivist theory.
Each author explores less familiar, but increasingly influential ideas emanating
in Early Childhood
from Vygotskian theory.
Part two explores ‘Structure, power and knowledge’ which includes a wider THE POWER OF IDEAS
range of theoretical perspectives, that tell a more ‘critical’ story about how the
way society is structured, influences power, institutions and individuals. These
theories help the authors to describe how working practices serve some groups
and disadvantage others.

Each chapter includes:

• Theoretical concepts, which are related to practice and/or research
• Case studies
• Examples from research practice enabling readers to explore the practical
application of the ‘big ideas’
• Further reading appropriate to the theoretical construct

Waller • Whitmarsh • Clarke

This book is essential reading for undergraduate students and trainee teachers.

Dr Tim Waller is Reader in Early Years Education at the University of

Wolverhampton, UK and is leader of the Childhood Research cluster.
Dr Judy Whitmarsh is Honorary Research Fellow at the Centre for the
Development of Applied Research in Education, University of Wolverhampton, UK.
Karen Clarke is Associate Dean for Teaching and Learning in the School of
Education at the University of Wolverhampton, UK.

Edited by Tim Waller, Judy Whitmarsh and Karen Clarke

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Making Sense of Theory and Practice

in Early Childhood

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ii
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Making Sense of
Theory and Practice
in Early Childhood
The Power of Ideas

Edited by
Tim Waller, Judy Whitmarsh and Karen Clarke

Open University Press

iii
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Open University Press

McGraw-Hill Education
McGraw-Hill House
Shoppenhangers Road
Maidenhead
Berkshire
England
SL6 2QL

email: [email protected]
world wide web: www.openup.co.uk

and Two Penn Plaza, New York, NY 10121-2289, USA

First published 2011

Copyright 
C Tim Waller, Judy Whitmarsh and Karen Clarke 2011

All rights reserved. Except for the quotation of short passages for the purposes of
criticism and review, no part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise, without the prior written
permission of the publisher or a licence from the Copyright Licensing Agency
Limited. Details of such licences (for reprographic reproduction) may be obtained
from the Copyright Licensing Agency Ltd of Saffron House, 6–10 Kirby Street,
London, EC1N 8TS.

A catalogue record of this book is available from the British Library

ISBN-13: 978 0 335 24246 7 (pb) / 978 0 335 24247 4 (hb)

ISBN-10: 0 335 24246 4 (pb) / 0 335 24247 2 (hb)

eISBN-13: 978 0 335 24248 1

eISBN-10: 0 335 24248 0

Library of Congress Cataloging-in-Publication Data

CIP data has been applied for

Fictitous names of companies, products, people, characters and/or data that

may be used herein (in case studies or in examples) are not intended to
represent any real individual, company, product or event.

Typeset by Aptara Inc., India

Printed in Great Britain by CPI Antony Rowe, Chippenham, Wiltshire

iv
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Contents

List of figures and table vii

Author biographies viii
Foreword xii
Professor Christine Pascal and Professor Tony Bertram

Introduction 1
Tim Waller, Judy Whitmarsh and Karen Clarke

PART 1
Community, interaction and identity

1 Vygotsky – From public to private: learning from

personal speech 11
Faye Stanley

2 Bruner: the power of story and identity 26

Lynn Richards

3 Howard Gardner’s multiple intelligences: every child a

learner 40
Sue Fawson and Gill Woods

4 Using activity theory to examine the factors shaping the

learning partnerships in a parent and child ‘stay and play’
session 54
Martin Needham

5 Developing communities of practice: placing professional

individual identity in group interactions 69
Jenny Worsley

6 Developing learning dispositions for life 83

Liz Brooker

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vi CONTENTS

PART 2
Structure, power and knowledge

7 The sociology of childhood: children’s agency and

participation in telling their own stories 101
Tim Waller and Angeliki Bitou

8 Applying Bourdieu’s concepts of social and cultural

capital and habitus to early years research 115
Jane O’Connor

9 Freire revisited: critical literacy – whose story is it anyway? 128

Rohan Jowallah

10 Foucault: implications for multiagency working in the

changing landscape of children’s services 144
Maggie Leese

11 Feminism, the ethic of care and professional roles with

care settings 158
Jo Winwood

Index 173
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List of figures and table

Figures

1.1 How language and thought become internalized 12

1.2 An illustration of Bernstein’s visible and invisible pedagogy 19
4.1 Applying Engeström’s model to parent and toddler groups 58
5.1 The use of a pre-induction blog 76
5.2 Example of a pre-induction blog 76
5.3 Example of a large group blog 77
5.4 Blog buddies 78
9.1 A framework for the implementation and assessment of
critical literacy 136

Table
6.1 Theories of intelligence, motivational goals and learning
approaches 86

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Author biographies

Angeliki Bitou is an early years teacher in Greece and a PhD student at the
University of Wolverhampton, studying curriculum and pedagogy for chil-
dren under 3 years old. She completed her MSc in Early Childhood Studies at
the University of Wales, Swansea. Her research interests are in how children
under 3 years old experience the planning of activities in day-care, making a
comparison between settings in England and Greece.

Liz Brooker was an early years teacher in Inner London for many years before
returning to research and teaching in higher education (HE) at the Institute of
Education in London, where she has responsibilities for masters and doctoral
courses. Her research has focused on the experiences of children and families
as they make transitions into and between education and care settings in the
years from birth to 5. She is also currently involved in coediting a series, Early
Childhood in Focus, which provides concise information on early education
and care for policymakers and providers in international contexts.

Karen Clarke is Associate Dean for Teaching and Learning in the School of
Education, University of Wolverhampton. She is responsible for curriculum
development in early years, special needs and inclusion studies and education
studies. Karen’s recent research has focused on language and communication
development in young children, the relationship between oracy and writing
skills in primary children, and issues around teaching and learning in HE: em-
bedding study skills in first year undergraduate modules, developing students’
reading and writing skills, and effective teaching and learning in HE. All these
topics are influenced by a range of educational and sociocultural factors.

Sue Fawson is currently a senior lecturer in early primary teacher educa-

tion at the University of Wolverhampton having previously lectured on the
early childhood studies degree programmes and on childcare and education
courses in further education. Sue’s interest in early years originates from a
career as an early years teacher in primary schools. Sue has been instru-
mental in developing the foundation degree in early childhood studies and
the BEd degree in early primary teacher education. Her research interests in-
clude art and child development – the role of art in the development of the
whole child; the impact of artists in residence; assessment of art and design

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AUTHOR BIOGRAPHIES ix

in the primary school; young children’s learning within art gallery spaces;
children as drawers.

Rohan Jowallah’s research interests have focused particularly around issues

relating to literacy, language and inclusion. His interests are based on his social
constructionist perspective of development. Rohan has international experi-
ence of having taught in Jamaica, England and the USA within the public
education systems. Based on this, he also has interest in comparative issues
relating to literacy and inclusion. Rohan recently completed his doctorate fo-
cusing on the utilization of critical literacy within the National Curriculum
in England. In addition, Rohan has published several articles in peer-reviewed
journals and has presented at international conferences.

Maggie Leese is a principal lecturer and head of department for childhood and
family studies at the University of Wolverhampton. Her background was in
children’s nursing for many years before completing a degree in early child-
hood and more recently an MA in social work specializing in children and
families. Maggie is currently studying at PhD level and her research focuses
on family support within inter-professional teams and the social construction
of parenting.

Martin Needham trained and worked as an early years teacher in

Nottinghamshire, London and Pakistan. This was followed by four years as
an early years development officer for a local authority working on a range
of initiatives including early years development and childcare partnerships,
children’s information services, foundation stage, neighbourhood nurseries,
quality assurance and children’s centres. He became a senior lecturer in early
childhood studies in 2003. Martin is currently undertaking research into fo-
rums that encourage parents and practitioners to exchange views about inter-
actions with children aged 1 and 2. Martin has published work on multiagency
working (in Siraj-Blatchford, Clarke and Needham, The Team around the Child
(Trentham Books 2007).

Jane O’Connor is a senior lecturer in early childhood studies at the University

of Wolverhampton. Her background is in education and she is an experienced
primary school teacher as well as an academic. She completed her doctorate at
Brunel University and is the author of The Cultural Significance of the Child Star
(Routledge 2008). Her research interests lie with representations of children
in the media, especially ‘exceptional’ children, and in the area of gifted and
talented education.

Lynn Richards is a senior lecturer in early childhood studies at the Univer-

sity of Wolverhampton. Her background is in working with children, young
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x AUTHOR BIOGRAPHIES

people, and their families in a variety of provisions: early years settings,

playschemes, youth clubs, and community projects. Lynn’s research interests
include issues to do with equitable practices, particularly in the area of race
and social justice; she is keen to explore the attitudinal dispositions that the
workforce brings to bear on the educative process.

Faye Stanley worked in several early years settings in Birmingham for edu-
cation and social services departments and taught in a primary school for six
years. She is now a senior lecturer in childhood and family studies at Wolver-
hampton University where she is module leader for ‘Continuing the Learning:
The Curriculum for Children 5–8 Years’ and ‘Enjoy and Achieve through Play’.
Her research interests involve quality in early years education, cross-national
studies and the curriculum for children aged birth to 11 years and children’s
experiences of pedagogical interaction.

Tim Waller is reader in early years education at the University of Wolver-

hampton. He was formerly Director of Postgraduate Studies in the Depart-
ment of Childhood Studies at Swansea University. Previously he taught in
nursery, infant and primary schools in London and has also worked in the
USA. His research interests include ICT and social justice, outdoor learning
and pedagogy. He completed his doctoral thesis on scaffolding young chil-
dren’s learning and ICT. Since September 2003 he has been coordinating a
research project designed to investigate the promotion of children’s wellbeing
through outdoor play. He is also co-directing the Longitudinal Evaluation of
the Role and Impact of Early Years Professional Status (EYPS) for the Children’s
Workforce Development Council (CWDC). Tim edited the second edition of
An Introduction to Early Childhood: A multidisciplinary approach (Sage 2009).

Judy Whitmarsh is a post-doctoral research fellow at the Centre for the

Development of Applied Research in Education (University of Wolverhamp-
ton). With a background in both health and teaching, her research interests
focus on the interface between education, health and social care. Her doctoral
thesis explored maternal knowledge and understanding of infant speech and
language development, underpinned by a sociological argument about per-
ceptions of ‘good’ mothering. She has published articles based on themes that
emerged in her thesis as well as her current research interests. Judy has been
involved in research projects on obesity in primary schools, a city-wide strat-
egy to transform school food, leisure facilities for children and young people
with disabilities, and parental perceptions of partnerships in the early years.
She has contributed a chapter to the book on multiagency working by Siraj-
Blatchford, Clarke and Needham, The Team around the Child (Trentham Books
2007).
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AUTHOR BIOGRAPHIES xi

Jo Winwood is a senior lecturer and subject leader in special needs and in-
clusion studies at the University of Wolverhampton. Her background is in
education in a range of mainstream and specialist provisions. Her current re-
search interests revolve around the development of inclusive practices, with
a particular focus on the role of the special educational needs coordinator
(SENCO).

Gill Woods started her teaching career in Birmingham and worked in three
primary schools, predominantly teaching Foundation and Key Stage 1 chil-
dren. Since transferring to higher education she has taught PGCE and under-
graduate students mathematics and ICT, and professional studies to students
training to teach in the early years. Her research interests include the under-
standing and use of mathematical language of Foundation Stage children, the
development of social skills, peer tutoring and the impact of the Every Child
Matters agenda upon schools.

Jenny Worsley is a senior lecturer in early childhood studies at Wolverhamp-

ton University. Her background is embedded in early years education, primar-
ily as a practitioner in a variety of early years settings, including community
day provision, schools, nursery and playgroups. Her research interests include
pedagogical issues surrounding children’s play, and the development of pro-
fessionalism and quality of practice in early years services. Her most recent re-
search has involved blended learning pedagogy and the use of online resources
to support transition of part-time mature students into higher education.
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Foreword
Professor Christine Pascal and Professor Tony Bertram

This book appears at a significant time for those who work in early childhood
services as they undergo a radical process of expansion, transformation and
improvement. In early childhood there is a sharper need than ever to bring to-
gether theory and practice to ensure this change process is the result of careful
thought and informed professional knowledge. In our work in the field we re-
spect Bourdieu’s claim that ‘I never theorize if that is to engage in “conceptual
gobbledygook” or use a set of theories in their own right’ (Bourdieu 1990: 32).
We like his notion of theories being a set of ‘thinking tools’ which are to be
gained and used as part of a practical engagement with empirical, real world
situations and problems. For us there is no separation of practice and theory
and we agree with Kurt Lewin (1949, quoted in Hunt 1987: 4) that ‘there is
nothing so practical as a good theory’. Our aim is to theorize practice and in
this sense all our work aims to be an ‘act of practical theory’.
In this sharp and reflective book, we can see a set of authors who mirror
this position on the synergy between theory and practice in early childhood
beautifully. They demonstrate that it is strengthening to be able to lean heavily
on the powerful ideas of others who have been interested in similar kinds of
theoretical and professional struggles. It is a wonderful tribute that through
this book we in the sector can acknowledge the huge debt we all have to the
gurus who provide us with an engine house of ideas to think and act with. It
is interesting that the contributions in this book draw on the ideas of those
who have heavily influenced our work too. In particular, those who feature
in our own reflections include Anthony Giddens from England, Paulo Freire
from Brazil, Pierre Bourdieu from France, and Jerome Bruner from the USA –
an international set of core influences from the multidisciplinary fields of
sociological, political and psychological research.
The authors in this book have succeeded in putting reflexivity and praxis
at the heart of their work. By reflexivity we mean more than just benign
introspection or reflection on what we are doing or plan to do. We use the
term in a Bourdieuan sense of trying to achieve a ‘situated understanding’ of
the field and our place and role within it. This demands critical scrutiny of
every action we take as researchers and writers. The reflexivity also allows us

xii
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FOREWORD xiii

to operate in praxis, by which we mean living out an intimate and ongoing

relationship between reflection and action. We reflect in order to act and when
we act we have to think. This process is iterative and ongoing at all stages in
our work. The narratives in this book are excellent examples of this process in
action.
This book is important because it demonstrates the power of ideas and the
potential energy which is released when theory and practice come together,
increasing the impact and complexity of the narratives of practice that result.
Each chapter provides a detailed exemplar of how theory and practice inter-
twine within the narrative as the author seeks to explain and understand the
complexities of the real world in its many guises. As such it is both timely and
enormously helpful to those in the field who are attempting to cross the the-
ory/practice divide. The group of authors who have collaborated to produce
this edited book are respected researchers, writers and activists in the field of
early childhood. The authors have come together to create this collection and
in doing so they demonstrate the benefits of sharing expertise in thinking and
developing reflective services. The blend of scholarship and the rigour of the
research in this collection of chapters is a model for others to follow. They
have succeeded in making this expert knowledge accessible and directly rel-
evant to those concerned with developing the quality of policy and practice
in the field. We believe their joint work will make an important contribution
to transforming current policy and practice and in enabling practitioners and
policymakers to talk more powerful in the language of ‘possibilities’.

References

Bourdieu, P. (1990) The Logic of Practice, trans. R. Nice. Cambridge: Polity.

Hunt, D.E. (1987) Beginning with Ourselves: In practice, theory and human affairs.
Cambridge, MA: Brookline.
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xiv
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Introduction
Tim Waller, Judy Whitmarsh and Karen Clarke

The idea for this book emerged from discussions within the Childhood Re-
search Cluster at the University of Wolverhampton: a fluid group of university
postgraduate students, lecturers, academics and researchers who all have a fo-
cus on teaching and research with children in their early years and their fami-
lies. The cluster members have a variety of professional backgrounds including
early years practice, teaching, social work, psychology and school health. This
wide knowledge base brings with it a range of experiences of research and
practice, however the cluster also has a focus on creating an effective learning
environment and a culture of critical exploration for students in the School of
Education, whether foundation, undergraduate, masters or doctoral students.
Not only are the chapter authors senior lecturers and postgraduate supervi-
sors, but also they are all involved in a personal research journey which has
underpinned their contribution to the book.
The central theme of the book, the integration of powerful ideas within
theory and their application to practice, arose from the learning trajectories
of the contributors and also from their experiences of working with students.
We wanted to challenge students to look beyond the traditional theories of
early childhood, to be excited by discovering that there is more to Vygotsky,
for example, than just the zone of proximal development, to consider the-
oretical concepts not necessarily associated with early childhood, and above
all, we hope to show that theory can be exciting, innovative and applied in
different ways to different aspects of the research process to trigger new ways
of thinking.
During our personal research journeys, we found that many of us had
experienced a distinct trajectory of development in relation to theory: be-
ginning with the ‘fear and dread’ and ‘I cannot do theory’ stage, we then
moved on to reading huge numbers of ‘how to’ books, which left us even
more overwhelmed. An academic supervisor or more knowledgeable colleague
might then suggest that we try reading an eminent theorist or two, while we

1
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2 TIM WALLER, JUDY WHITMARSH AND KAREN CLARKE

desperately search for the ‘correct’ theory to fit our research project. It is only
when, quite suddenly, we experience a Eureka moment, realizing that a the-
oretical ‘powerful idea’ makes sense to us, is coherent with our experiences,
and/or will inform our research that theory becomes an integral part of who
we are as researchers.
It is our understanding that there is no ‘one-size-fits-all’ theory in relation
to early years research, but rather that we choose to create a research pathway
which draws on concepts from a range of theories and theoretical concepts;
as Pirrie and Macleod (2010: 370) highlight ‘tripping, slipping and losing the
way’ tells us something about the researcher and the environment in which
the research is conducted. The contributors to this book demonstrate how
theory can underpin research and practice in a variety of ways: to demonstrate
links with practice, to support data analysis and as a conceptual framework.
They also describe some of the slips, trips and false turns which they have
made in their research journey before showing how some of these apparent
detours led to serendipitous moments of discovery.

Overview of the book

The book is divided into two parts: in Part 1, there are six chapters which ex-
plore a group of related ‘social constructivist’ ideas that stem from psycholog-
ical investigations of how an individual’s learning is informed by interaction
with a social community. The ideas presented in these chapters can be used to
help structure investigations of the way learners are influenced by, not only by
those around them, but also by the social environment. Since the late 1970s,
‘social constructivist’ ideas have become increasingly influential and visible
in theories of learning and teaching (Alexander 2008) and, for example, are
now central to the Early Years Foundation Stage (Department for Children,
Schools and Families (DCSF) 2008) in England.
Each chapter contributes less familiar but increasingly influential ideas
emanating from Vygotskian theory. These ideas are used to explore how indi-
viduals interact with others and how both parties might be influenced by this
interactive exchange or ‘dialectic process’.

Part 1: Community, interaction and identity

In Part 1, each chapter takes an element from a well-known sociocultural in-

vestigator and shows how this might be used in a research context. The author
first describes the background to the powerful theoretical idea or theorist be-
fore showing how this has been used within the research or practice. At the
end of each chapter, there is a guided reading section.
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INTRODUCTION 3

In Chapter 1, Faye Stanley introduces Vygotsky’s key ideas but concen-

trates in particular on his lesser known work on children’s use of vocalized
self-directing speech (Vygotsky 1986). Faye draws on the work of Vygotsky and
discusses its relationship with the work of Piaget; she highlights the impor-
tance of the self-directed speech of young children and supports the argument
that the modelling of language to children is vitally important.
Next, in Chapter 2, Lynn Richards explores the power of story and the
characters it creates through the work of Jerome Bruner (2007). Drawing on
Bruner, Lynn discusses the power of words to contribute to social realities
and the potential of culture to control meaning. Using examples from her
own research into constructions of ‘whiteness’ in the narratives of early years
practitioners, she seeks to uncover embedded cultural scripts and norms.
Sue Fawson and Gill Woods, in Chapter 3, bring us Howard Gardner’s
powerful ideas about the existence and framework of multiple intelligences.
Sue and Gill show us how Gardner’s ideas emerged to counter Piaget’s notions
of intelligence (and IQ testing) yet have developed throughout his long career,
somewhat like those of his peer, Jerome Bruner, in Chapter 2. The authors
offer us an excellent overview of Gardner the man, as well as a critique of his
concepts and some common misunderstandings in the interpretation of his
work. They conclude with case studies to illustrate how Gardner’s theoretical
concepts can be applied to support practice.
In Chapter 4, Martin Needham discusses Vygosky’s concept of ‘activity’
and how human action has evolved through the development of tools and
ideas. Drawing on his doctoral research, Martin explores how contemporary
investigators such as Rogoff (1990) and Engeström (2007) demonstrate how
theoretical concepts can complement the analysis of research methods, such
as observation, and allow us to ‘dig deeper’ to show how parents, children and
practitioners may have different understandings of the purpose of a preschool
activity. It is suggested that by studying these differences we may help people
to support each other more effectively.
Jenny Worsley explores the importance of a community of practice in
Chapter 5. She studies the work of Jean Lave and Etienne Wenger (Lave and
Wenger 1991) who develop the idea that individuals need to learn more than
the basics to perform an activity, they also need to learn the social etiquette,
rules and local languages to perform effectively as part of a team. During
Jenny’s doctoral research into supporting foundation degree students, she and
colleagues have developed a series of planned student blogs; in the chapter,
she explores how these have contributed to the development of a community
of practice and the potential benefits of this, particularly for non-traditional
higher education students.
In the final chapter of Part 1 (Chapter 6), Liz Brooker examines the
emergence of the concept of learning dispositions; she further discusses how
post-Vygotskian thinkers, such as Gordon Wells and Guy Claxton (Wells and
P1: OSO
MHBK028-INT MHBK028-Waller January 15, 2011 13:43

4 TIM WALLER, JUDY WHITMARSH AND KAREN CLARKE

Claxton 2002), draw attention to the importance of children being encouraged

to develop positive learning dispositions. Using a case-study approach, Liz of-
fers some suggestions about how theoretical concepts of learning dispositions
can be applied both to research and practice and can support observation and
deeper knowledge of the child.

Part 2: Structure, power and knowledge

The second part of this book moves into a more poststructuralist, critical,
consideration of power, knowledge and structure in the world of the child.
Poststructuralists, such as Michel Foucault and Pierre Bourdieu, while not fo-
cusing their work directly on children, have much to offer childhood studies
by challenging our existing ways of thinking and how we perceive the ‘truths’
and the ‘facts’ of child development.
Globalization and the increasing movement of families around the world,
together with social inequities and inequality within the UK, offer us the
opportunity to radically rethink traditionally held beliefs about how we
perceive childhood, diversity, inclusion, and discourses of normalization
(MacNaughton 2005; Robinson and Jones Diaz 2006). As Dahlberg et al. (2007:
xiv) observe, reading some theorists can be difficult because their writing may
be dense and highly academic; their thoughts can also be ‘highly provoca-
tive, disorientating and unsettling’. However, as theorists such as Levinas and
Baumann (see Dahlberg et al. 2007: 36–39) argue, it is by troubling our rela-
tionships with the Other and by listening that we contest universalism.
Chapter 7 begins with Tim Waller and Angeliki Bitou’s discussion of how
our understanding of childhood has emerged and altered; moving beyond
the psychological, essentialist, view of the child (and childhood) as a fixed
developmental stage in the process of becoming an adult, Tim and Angeliki
illustrate how children are capable of both forming and being formed by cir-
cumstances and social phenomena (James et al. 1998).
Reflecting critically on the sociocultural perspective, that children and
adults are co-constructors of their joint experiences, Tim and Angeliki draw
on the work of Barbara Rogoff (for example, Rogoff 2003) and William Corsaro
to explore the concepts of agency and participation in relation to the early
years of childhood. Making reference to case studies from a preschool setting
in Greece and from an outdoor learning project in the UK, Angeliki and Tim
analyse children’s play using a theoretical lens from the studies of Rogoff and
Corsaro. They engage in a critique of the concepts of agency and participa-
tion to demonstrate how insights from the new sociology of childhood can
complement sociocultural perspectives to aid our understanding of the play
and learning of young children.
P1: OSO
MHBK028-INT MHBK028-Waller January 15, 2011 13:43

INTRODUCTION 5

Jane O’Connor, in Chapter 8, brings us a scholarly critique of the concepts

of the French social theorist, Pierre Bourdieu, which have informed her own
research. Using a case-study approach, Jane discusses the notions of cultural
capital and habitus, demonstrating how, although contested, these can inform
our understanding of early years practice.
Jane reviews a number of seminal studies which have used Bourdieu’s
concepts as a theoretical framework for research or as analytical tools. For
example, she draws on Liz Brooker’s earlier work (Brooker 2002) in inner-city
schools to show how concepts from Bourdieu can illuminate and support our
understanding of the different ways in which children ‘do’ school and how
culture can support or inhibit the way in which teachers and practitioners
perceive children’s learning. Finally, Jane notes how a consideration of cultural
capital and habitus can have implications for early years practice.
In Chapter 9, Rohan Jowallah revisits the work of Brazilian educational-
ist, Paulo Freire. Rohan’s doctoral research is underpinned by critical literacy
theory and he shows us how this has informed his study of the pedagogy of
literacy. Taking Freire’s conceptualization of literacy as more than just learning
to read, Rohan demonstrates how language, thought and reality help to form
an understanding of the social world for children (Freire 2005). Freire was a
strong and fearless advocate of social justice and this underpinned the devel-
opment of critical literacy theory. Rohan guides us through Freire’s powerful
ideas then considers how these cohere with notions of structure, power, eman-
cipation and social equality. Finally, Rohan draws on case studies to develop
some strategies for educators considering taking a critical literacy approach in
the classroom. He demonstrates how this can underpin good inclusive practice
and benefit children and teachers.
In Chapter 10, Maggie Leese draws on her doctoral research in chil-
dren’s centres in England to explore how the landscape of children’s services
has changed since 1999 and the implications this has for inter-professional
working.
Maggie’s research explores how children’s centre staff, from a range of pro-
fessional backgrounds, negotiate their roles together and with parents who
receive children’s centre services. Maggie takes concepts from the work of
Michel Foucault, the French social theorist, to challenge the ‘regimes of truth’
traditionally accepted within early years practice; she shows how Foucault’s
thinking about how power, knowledge and truth operate within normalizing
discourses can lead us to challenge these discourses and to reflect critically
on relationships and practices in the early years. Using excerpts from her
interviews with children’s centre staff, Maggie deconstructs underlying domi-
nant discourses of power and inequality within professional relationships. She
also takes Foucauldian concepts to highlight how the discourse of the ‘good’
mother emerged and has come to politicized dominance.
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