An investigation of democratic approaches within Early Years Practice in England

Abstract

The thesis is an in-depth analysis of early years practitioner’s perspectives of democracy and democratic approaches in early years settings/Early Childhood Education (ECE). Specifically, the research investigates early years practitioner’s views, perspectives and understanding of democracy and democratic approaches, and how these insights can inform, and shape change in practice. The research is located within the interpretivism paradigm and provides an account of democracy and democratic approaches through the lenses of the early year’s practitioners, supported by existing literature (theoretical perspective) and empirical research. Qualitative data was collected from different early years practitioners via face-to-face and online approach to semi-structured interviews, reflective journals, unstructured/naturalistic observations, and documentary examination/analysis methods. The data was rigorously analysed using thematic and content analysis.

The research conclusion indicates that democracy and democratic approaches are practised in early years; however, tangible awareness of such approaches are often based on existing levels of early years practitioner understanding. Therefore, application in practice may not be automatically acknowledged due to the lack of absolute recognition and confidence to discuss procedures. To help highlight awareness and growing knowledge regarding democracy and democratic approaches, a toolkit/resource has been created for early years practitioners, with public access, to share ideas and create a community. The newly created resource helps bridge part of the gap identified in the current research project, to further illustrate the depth of democracy and democratic approaches in ECE. Facilitating more awareness and a better understanding will help create an inclusive practice, while reducing barriers for future early year practices. The understanding of democracy has been understood as choice, freedom, participation, sharing ideas and working together. Changing the knowledge and trajectory for further exploratory investigation into democracy and democratic approaches; shaping early years education.

Date of Award	29 Jul 2024
Original language	English
Awarding Institution	University of Winchester
Supervisor	Amanda Norman (Supervisor), Cath Holloway (Supervisor) & Marie Morgan (Supervisor)