Tony Bertram

Praxis, ethics and power: developing praxeology as a participatory paradigm for early childhood research

The discipline and practice of participatory, practice-led research has grown rapidly in recent years and it is now widely accepted as making an important and serious contribution to the knowledge base of early childhood. Despite this progress recently we have come to understand that our worldview has needed to shift again in response to the troubling paradoxes we face in attempting to live out our participatory vision in our research practice. We are conscious too of the need to respond to a continued and sometimes reasonable professional critique of the robustness of our participatory methods. It is this shift in perspective that is set out in this article, and has led us to accept that praxis in itself is not enough, and that to realise authentically a participatory paradigm in our research requires us to develop a worldview in which reflection (phronesis) and action (praxis) done in conjunction with others, needs to be immersed within a more astute awareness about power (politics) and a sharpened focus on values (ethics) in all of our thinking and actions. We see this mix of phronesis, praxis, ethics and power at the heart of a ‘praxeological’ worldview in modern early childhood research. This paradigm is helping us to shift our research work into what we hope will be a more profound and intensely participatory, and thus more authentically democratic, phase. In this article we aim to share our developing vision of ‘praxeological research.’ We look at its key elements; trace its roots, theoretically and conceptually; and explore the particular contribution it can make in research. We exemplify how an early childhood praxeologist with a participatory worldview might ethically operate in their inquiries, and consider what methodologies they might use and what challenges they might face in attempting to make praxeology a part of their ‘life of inquiry.’ Finally, we shall explore issues of power, status, visibility and progress within the research world of early childhood.

Exploring the relationship between process and outcome in young children’s learning: stage one of a longitudinal study

Abstract The first phase of a small-scale, longitudinal study which is part of the Effective Early Learning (EEL) Project, a UK based, national, early childhood evaluation and improvement initiative is described. A key developmental proposition is that children who operate in a rich and stimulating learning environment and experience high levels of involvement and engagement in their learning will achieve enhanced learning outcomes. The EEL Project aims to investigate the validity of this proposition. In particular, it explores the relationship between one of the key process measures in the EEL Project, the Child Involvement Scale (CIS), and the outcome measures being used by early childhood settings to monitor academic progress in the UK, namely Baseline Assessment in English and Mathematics (BAEM) at 4 years of age, and Standard Assessment Tasks (SAT) at 7 years of age.

EECERA ethical code for early childhood researchers

This issue of the journal will include the EECERA Ethical Code which has been formulated by the EECERA Ethical Sub-committee; Chris Pascal, Tony Bertram, Julia Formosinho, Colette Gray and Margy Whalley. The EECERA ethical code is intended as a guiding framework for all those involved in early childhood research and the publication and dissemination of its results. The ethical principles and guidelines have been developed by a working group of EECERA Trustees through a collaborative process with, amongst others, the involvement of the Coordinating Editor of the International Journal of Early Years Education, and also with due respect and full acknowledgement of existing ethical guidelines including those developed by: The British Educational Research Association; The Scottish Educational Research Association; The American Educational Research Association. We hope that it will support early childhood researchers in their research design decisions and ensure that research is conducted which safeguards the well-being of all involved, particularly the very young and vulnerable, and also generates the highest standards of scholarship and research practice. The EECERA Ethical Code sets out the expectations of ethical conduct expected of early childhood researchers. It is intended that all research conducted by EECERA members, or published and disseminated through EECERA platforms, including its journal, books and conference, will be evaluated according to its adherence to this code.

Overview of the Structures of the Early Childhood Education and Care Systems in the Participating Countries

The IEA ECES policy report focuses on eight countries that participated in an iterative development and review process to create and evaluate the data presented in this report. It should be noted that, although all of the participating countries continue to further develop their ECE provision and have their own systemic approach to delivering these services, each country is also subject to global demands and developments in ECE, which are impacting on their direction of policy travel. This diverse and dynamic context has led to a complexity in the current structures and systems for ECE in many countries. To set the results of the policy analysis into context, it is important first to understand the basic structure of the ECE system in each of the participating countries.

Evaluating the costs and benefits of early childhood programmes

SUMMARY In recent years, internationally, there has been a trend towards more Government investment in early childhood programmes. This has followed the increasing acknowledgement that the long term social, political and economic stability of a society is dependent to a large extent on the development of its human resources, and that this, in turn, rests on the support provided to young children and families. The increasing amounts of public funding directed at early childhood programmes have been well documented in recent reports (OECD, 2001), and this has impacted in the UK, as elsewhere. Alongside this investment has been a growing requirement that early childhood programmes become more accountable in terms of their costs and benefits. Many early childhood initiatives now have detailed and rigorous evaluations attached to them, which require an economic analysis of the programme costs and benefits. However, currently the concepts and methodologies for carrying out such economic analyses of early childhood programmes are under developed and there is a lack of expertise and experience in successfully carrying out this aspect of evaluation. This paper therefore sets out to make a case for the further development of such strategies and to identify some emerging concepts and methodologies which might support the development. It draws on the experience of a UK team of early childhood evaluators and their attempts to develop an economic strand to their work.

Participation and Enrollment

This chapter of the report presents information about children’s participation in ECE services in the eight study countries. These data inform readers about the levels of child participation in ECE for subgroups of the population and at different ages, prioritizing or targeting strategies for setting enrollment, how settings reflect diversity and cultural difference, the coverage and availability of provision, the cost to parents for participation and the use of early intervention programs targeted at subgroups of the population. Within and between country similarities and variations in enrollment and participation are highlighted.

Expectations for Child Outcomes, Assessment and Reporting

This chapter of the report describes expectations for child outcomes for children from birth to three years (ECED) and children from age three to start of primary schooling (PPE). It sets out whether and how these outcomes are assessed and recorded, and how child outcomes data are used to support the development of policy and practice. Within and between country similarities and variations in child outcomes expectations and practice will be highlighted.

Delivery Models and Providers

This chapter describes different ECE delivery models and providers, including setting types for children from birth to six or seven years (ECED and PPE). The data cover the delivery of ECE at different ages within the study countries and by whom, the types and characteristics of provision, target populations for ECE services, setting enrollment rates, setting funding strategies, and support for transitions within the ECE system. Within and between country similarities and variations in service delivery are highlighted.

Individual Country Profiles

These eight individual country profiles for each participating country are presented alphabetically. Each profile begins with a diagram illustrating the structure of the mainstream ECE system that is available to all children1 and a summary description of the ECE system in order to set the data presented into the context.

Summary of Key Findings

The IEA International Early Childhood Education Study (ECES) is a comparative research program of the International Association for the Evaluation of Educational Achievement (IEA). The purpose of the study is to explore, describe and critically analyze early childhood education (ECE) provision and its role in preparing children for the learning and social demands of school and wider society.