The Many Pedagogical Influences on Early Childhood Education and Care in Britain

Abstract

British Early Childhood Education and Care (ECEC) provision is characterized by a history of philanthropy, fragmentation and tension. The philanthropic history of ECEC is evident in the number of pedagogical pioneers that come from Britain, motivated by an interest in children’s development and a concern for their well-being. Despite the strong philanthropic roots and pedagogical history found in Britain, policy has been historically slow in supporting ECEC and, while Britain is now in a period where there is strong policy interest in the role of ECEC services in supporting wider welfare agendas, policy fragmentation remains. Further, while the policy interest in ECEC has noble intentions, I would argue that they are increasingly constructed along narrow lines that privilege modernist, technocratic models of accountability. In this paper I outline what is meant by Britain, as Britain does not have one ECEC curriculum or related policy framework. I then consider some British ECEC pioneers, as well as highlighting those from beyond Britain, that are drawn upon in current ECEC practice. I briefly trace the last 20 years of policy developments surrounding ECEC and the ever-emerging tensions between the ideas of policymakers and those of the ECEC pioneers and current practitioners.