Head start and the intensification of teaching in early childhood education
Robert V. Bullough, Center for the Improvement of Teacher Education and Schooling (CITES), United States ; Kendra M. Hall-Kenyon, Kathryn L. MacKay, Department of Teacher Education, United States ; Esther E. Marshall, McKay School of Education, United States
TATE Volume 37, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
Head Start is the largest early childhood education program in the US. Echoing patterns emerging in ECE world-wide, Head Start has dramatically changed. Greater emphasis is now placed on kindergarten readiness, child and teacher assessment, professionalization, and increased competition for program funding. Drawing on a mixed methods research design, a case study was conducted that explores the nature and effects of these changes on teachers and the work of teaching within Head Start. Strong evidence of work intensification was found, a topic little explored within the wider ECE literature. In the light of this finding the authors question the model of professionalism that now dominates ECE reform.
Bullough, R.V., Hall-Kenyon, K.M., MacKay, K.L. & Marshall, E.E. (2014). Head start and the intensification of teaching in early childhood education. Teaching and Teacher Education: An International Journal of Research and Studies, 37(1), 55-63. Elsevier Ltd.