Recontextualising ‘Play’ in Early Years Pedagogy: Competence, Performance and Excess in Policy and Practice
نویسنده
چکیده
This paper traces the way discourses within early years policy and practice impose meanings onto the signifier ‘play’. Drawing on Bernstein’s conceptualisation of recontextualising strategies, we explore how these meanings regulate troubling excesses in children’s ‘play’. The analysis foregrounds an underlying question about the hold the signifier ‘play’ maintains within discourses that appear antithetical to traditional understandings of ‘play’.
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