Strategies, systems and services: a Northern Ireland early years policy perspective

Abstract

Following a lengthy consultation process across Northern Ireland (NI), 2013 saw the publication of Learning to Learn: A Framework for Early Years Education and Learning [DE (Department of Education). 2013. “Learning to Learn: A Framework for Early Years Education and Learning.” Accessed July 15, 2014. http://www.deni.gov.uk/english_a_framework_for_ey_education_and_learning_oct_13_tagged.pdf]. This document has major implications for change in regard to children's services in the province. For this paper we have employed a critical discourse analysis (CDA) methodology (Ozga, J. [2000]. Policy Research in Educational Settings. Buckingham: Open University Press) in order to explore the relationships between language and power in the shaping of the policy discourse illustrated by Learning to Learn. Comparisons and contrasts are drawn between the language and assumptions made in the document, particularly in relation to the issues of quality and workforce qualifications. Attention is drawn to the message of the framework document that early years professionals must provide consistently high quality services to children and families through a process involving effective collaboration. However, the persistent ‘split system’ of statutory and voluntary sectors within the field of early childhood provision in NI plays a key role in the creation and legitimation of dominant discourses and accepted norms. Through this CDA process we demonstrate the ‘emancipatory potential’ of CDA for analysis of early years policy by both academics and practitioners.