This blog is from one of COBIS’ Supporting Associates.

Written by Joe Brown, Programme Leader, BA (Hons) Early Childhood, University of the West of England, Bristol, UK. 

In the last few years, international policy pertaining to early childhood education and care (ECEC) has focused on ‘school readiness’ as a way of narrowing the attainment the gap of the most disadvantaged children (Roberts-Holmes et al., 2019; Unicef, 2012). Whilst there is broad agreement on the positive impact ECEC provision can have on some children’s educational outcomes (Melhuish, 2011), here in the UK data are mixed, with some groups still performing well below their peers. Furthermore, there are tensions within the sector that a focus on standardised outcomes can lead to inappropriate pedagogical practice, and may even exacerbate existing inequalities through a narrowing of conceptions of ‘success’ which may privilege the middle class (Nightingale, 2020; Bradbury, 2019).

One way of challenging these structural inequalities is to adopt a Funds of Knowledge (FoK) approach to practice (Moll et al., 1992). Arising in the Southwestern United States in the 1980s as a way of understanding the cultural histories and home environments of the working class Mexican population, Funds of Knowledge proposes new ways of listening to, and valuing the lived experiences of marginalised groups through genuine home-school connections and responsive pedagogy. 

Whilst the literature on Funds of Knowledge is widespread, I propose a three-part model through which FoK can be utilised in early childhood settings by drawing on aspects of practice which are already familiar to the sector:  

1. Practices which develop in-depth understandings of home cultures and learning

Whilst home-setting connections in the early years are well-established, for example, through strategies such as home visits and learning diaries, professionals should consider creative ways of how to hear, understand and learn from home cultures to build an authentic community of practice which moves beyond interventionist narratives of readiness.  

2. Transforming within-classroom pedagogies

Professionals should demonstrate a commitment to children’s cultural knowledge through a co-constructed curriculum and pedagogy which values all personal histories, cultures and interests. As part of this, we should consider how to frame learning as reciprocal, with professionals and children engaged in a joint pursuit of knowledge.  

3. Reflexive and research-informed practice

Creating a culture of inquiry to continually develop practice and reflect on actions taken. This involves professionals engaging with their communities both inside and outside of the setting and ensuring all stakeholders have a say in transforming educational programmes.   

On the Early Childhood programme at UWE Bristol we have been using this approach with our own diverse student cohorts; in our children’s play module for example, we have been exploring our own play histories as a way of fostering a sense of belonging, building self-efficacy and ultimately reflecting on the importance of play for young children. Within early childhood settings, I argue FoK can help us shift from a deficit model of school readiness and academic success to one which values every child’s unique history as central to the learning process.  

References

Bradbury, A. (2019) Datafied at four: the role of data in the ‘schoolification’ of early childhood education in England. Learning, Media and Technology, 44:1, 7-21

Melhuish E. (2011) Preschool matters. Science, 333, 299-300

Moll, L., Amanti, C., Neff, D., & González, N. (1992) Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132–141

Nightingale, P. (2020) ‘As if by osmosis’: How Ofsted’s new deficit model emerged, fully formed, as cultural capital. Power and education, 12:3, 232-245

Roberts-Holmes, G., Georgeson, J. & Campbell-Barr, V. (2019) The competing discourses of school readiness. London: BERA

United Nations Children’s Fund (2012) School readiness: A conceptual framework. New York: Unicef