Abstract
© 2015 D. Wyse, R. Davis, P. Jones and S. Rogers. All rights reserved. This chapter reviews the ways in which provision in early years and primary education is driven by powerful ideas and ideals about children. It is argued that the ways contemporary theory and policy situates children needs to be critically examined in the light of problems of oversimplification and dualism. Research into how children see their experience of provision is used as a model to redress this tendency in theory, policy and practice. The chapter sets an agenda for engaging more fully with the lived experiences of children and professionals.
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