Unbalanced and unbalancing acts in the Early Years Foundation Stage: a critical discourse analysis of policy-led evidence on teaching and play from the office for standards in education in England (Ofsted)

Wood, E. (2019) Unbalanced and unbalancing acts in the Early Years Foundation Stage: a critical discourse analysis of policy-led evidence on teaching and play from the office for standards in education in England (Ofsted). Education 3-13, 47 (7). pp. 784-795. ISSN 0300-4279

Abstract

Metadata

Authors/Creators:
  • Wood, E.
Copyright, Publisher and Additional Information: © 2019 ASPE. This is an author-produced version of a paper subsequently published in Education 3-13. Uploaded in accordance with the publisher's self-archiving policy.
Keywords: Play; pedagogy; critical discourse analysis; Ofsted; Early Years Foundation Stage
Dates:
  • Published (online): 4 June 2019
  • Published: 4 June 2019
Institution: The University of Sheffield
Academic Units: The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)
Depositing User: Symplectic Sheffield
Date Deposited: 29 Jul 2019 13:06
Last Modified: 04 Dec 2020 01:39
Status: Published
Publisher: Taylor & Francis
Refereed: Yes
Identification Number: https://doi.org/10.1080/03004279.2019.1622494

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