Regulation, Disqualification, and Erasure
Edited By Gaile S. Cannella, Michelle Salazar Pérez and I-Fang Lee
Chapter One: “Readiness” as Central to the (Re)production of Quality Discourses in the United States: An Early Childhood Public Policy Analysis
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“Readiness” AS Central TO THE (Re)production OF Quality Discourses IN THE United States
An Early Childhood Public Policy Analysis
MICHELLE SALAZAR PÉREZ AND BETSY CAHILL
Quality has been critiqued as a traveling, global discourse embedded in teacher practices, early childhood programs, and public policy (Dahlberg, Moss, & Pence, 2007; Pence & Pacini-Ketchabaw, 2008). The United States has especially influenced the global view of quality with its neoliberal, market-based interpretations of care and education for young children, development of post-positivist quality measurement instruments, such as ITERS-R (Harms, Cryer, & Clifford, 2006) and ECERS-R (Harms, Clifford, & Cryer, 2005), and public policy supported by federal and state funding that mandates the development and use of standardized quality rating systems. Without a doubt, the United States has been instrumental in propagating universal conceptualizations of quality both locally and around the world.
Embedded within quality discussions surrounding Early Childhood Care and Education (ECCE) is the notion of school “readiness” or the purported need for pre-school programs to ensure children are “ready” for K–12 education, which in many circumstances, is defined by children’s ability to pass benchmarks and standardized tests in public school grades. School readiness has also been constructed as an essential attribute within the child herself (both behaviorally and cognitively), among families and communities, and of public schools (Bloch & Kim, ← 11 | 12 → 2015). A major component, then, of determining...
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