Progression and Continuity in Early Childhood Education: Tensions and contradictions

Abstract

This article focuses on the current policy context in early childhood education in England and Wales. The provision of high quality preschool education is regarded internationally as a significant factor in raising educational standards. Such aspirations are dependent on achieving effective patterns of continuity and progression from preschool to school. Despite the centrality of these terms in policy rhetoric progression and continuity are disputed and under‐conceptualized concepts. Furthermore, there is a dearth of empirical studies that explore the relationships between progression in learning and progression in the curriculum. The central aim of this article is to clarify some of the tensions and contradictions inherent in current conceptions of progression and continuity, drawing on perspectives from theory, policy and practice. These perspectives suggest that achieving progression and continuity through curricula which secure high quality outcomes is a difficult and, potentially, elusive aspiration. In theoretical terms, assumptions about progression in learning vary according to different orientations. In policy terms, the current subject‐oriented curriculum framework assumes that progression is an issue of content, and is based on the structures of the subjects. Research evidence indicates that educators in different settings are experiencing problems in providing the conditions which might achieve effective patterns of progression and continuity. The authors identify three key areas for further research in order to advance the development of theories of progression and continuity which might usefully inform policy, practice and curriculum development.