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dc.contributor.authorStephen, Christineen_UK
dc.contributor.authorBrown, Sallyen_UK
dc.description.abstractThis paper explores, contrasts, and considers some of the implications of the different ways in which the culture of practice in pre-school provision is construed by various actors (‘outsiders’ and ‘insiders’) in the enterprise. ‘Outsiders’ means those with responsibility for the formulation of the curriculum, the inspection of provision and the training of pre-school staff (typically managers and assessors). The perspectives of two types of insiders, that is, pre-school practitioners and children, are considered. Differences are mapped out in the perspectives of outsiders and of insider practitioners and insider children, drawing on findings from a series of research projects carried out (between 1996 and 2001) investigating aspects of pre-school provision in Scotland. The evidence suggests that outsiders adopt an espoused culture that envisages practitioners fulfilling prescribed roles to deliver a curriculum that will allow children to achieve planned outcomes and which is largely independent of context. In contrast, the implicit culture of practitioners arises from the context of the setting in which they work, is dynamic, flexible, and focuses on maintaining desirable activities in the playroom rather than specified progress goals. The children’s perspective is characterized by a focus on play, making choices to satisfy individual preferences and enjoying the company of other children. This study goes on to link these differences to differing pressures and responsibilities that rest on outsiders and insiders and their differing construction of childhood in the context of pre-school provision. The paper concludes with a consideration of some of the implications of these differences for innovations in practice, the initial and continuing education of practitioners, accounting for practice and planning for provision in a way that recognizes differences, and the need to test tentative educational knowledge in context, rather than assume a consensual body of knowledge.en_UK
dc.publisherTaylor & Francis (Routledge)en_UK
dc.relationStephen C & Brown S (2004) The culture of practice in pre-school provision: outsider and insider perspectives. Research Papers in Education, 19 (3), pp. 323-344.
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.subjectPreschool provisionen_UK
dc.subjectinsider/outside perspectivesen_UK
dc.subjectplayroom cultureen_UK
dc.subjectimplications for practiceen_UK
dc.subjectEducation, Preschoolen_UK
dc.subjectPreschool children Services foren_UK
dc.titleThe culture of practice in pre-school provision: outsider and insider perspectivesen_UK
dc.typeJournal Articleen_UK
dc.rights.embargoreason[RRED19304.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.citation.jtitleResearch Papers in Educationen_UK
dc.type.statusVoR - Version of Recorden_UK
dc.contributor.affiliationInitial Teacher Education - LEGACYen_UK
dc.contributor.affiliationUniversity of Stirlingen_UK
rioxxterms.typeJournal Article/Reviewen_UK
local.rioxx.authorStephen, Christine|en_UK
local.rioxx.authorBrown, Sally|en_UK
local.rioxx.projectInternal Project|University of Stirling|
Appears in Collections:Faculty of Social Sciences Journal Articles

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