THE DATAFICATION OF PRIMARY AND EARLY YEARS EDUCATION IBD

Sinopse

The Datafication of Primary and Early Years Education explores and critically analyses the growing dominance of data in schools and early childhood education settings. Recognising the shift in practice and priorities towards the production and analysis of attainment data thatáare compared locally, nationally and internationally, this important book explores the role and impact of digital data in the âÇÖdata-obsessedâÇÖ school. Through insightful case studies the book critiques policy priorities which facilitate and demand the use of attainment data, within a neoliberal education system which is already heavily focused on assessment and accountability. Using an approach influenced by policy sociology and post-foundational frameworks, the book considers how dataáare productive of data-driven teacher and child subjectivities. The text explores how data have become an important part of making teachersâÇÖ work visible within systems which are both disciplinary and controlling, while often reducing the complexity of childrenâÇÖs learning to single numbers. Key ideas covered include:The impact of data on the individual teacher and their pedagogical practice, particularly in play-based early years classroomsThe problems of collecting data through assessment of young childrenHow schools respond to increased pressure to produce the âÇÖrightâÇÖ data - or how they âÇÖplay with numbersâÇÖHow data affect children and teachersâÇÖ identitiesInternational governance and data comparison, including international comparison of young childrenâÇÖs attainmentPrivate sector involvement in data processing and analysisThe Datafication of Primary and Early Years Education offers a unique insight into the links between data, policy and practice and is a crucial read for all interested in the ways in which dataáare affecting teachers, practitioners and children. aÇÇ