ABSTRACT This contribution examines the implementation of the ‘British’ values agenda within Early Childhood Care and Education settings in England, as introduced by the Prevent Duty. It begins by tracing the rise of the ECEC setting as the primary place of education of the young child, as this has shifted from the home environment. It examines the place of values education, culminating in the Government directive on the promotion of ‘British’ values, and how these values must be seen as integral (...) to effective ECEC provision. Using a case study of two focus groups and subsequent in-depth semi-structured interviews, the implications of the introduction of this strategy are identified, focusing in particular on the relationships between the ECEC leaders and parents. This presents clear evidence of the potential for a negative impact on interpersonal professional relationships. (shrink)

Philosophy for Children (P4C) is a movement that teaches reasoning and argumentative skills to children of all ages. This book looks at the progress that P4C has made in the UK in addressing issues of literacy, critical thinking, PSHE, education for sustainable development and wider issues such as bullying. Chapters identify the different theories and practices that have emerged and discuss the necessity for a reflective approach that P4C brings to education. The book highlights how this movement can fit into (...) the early years, primary and secondary curriculum and the challenges and rewards that come with it. Chapters include: The Evolution of Philosophy for Children in the UK Pedagogical Judgement Negotiating meaning in classrooms: P4C as an exemplar of dialogic pedagogy The impact of P4C on teacher educators Being and becoming a philosophical teacher This will be an invaluable guide for all those interested in P4C and studying courses on Early Childhood Studies, Education Studies and Initial Teacher Training courses. (shrink)