Exploring the role of ‘RE’ in early childhood education and care as a response to the PREVENT agenda in England

Meehan, C. and Meehan, P. (2017) Exploring the role of ‘RE’ in early childhood education and care as a response to the PREVENT agenda in England. Early Child Development and Care. ISSN 0300-4430.

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Abstract

By the time children are 8 years of age, their attitudes, values, identities and beliefs are shaped and becoming solidly formed. Early childhood educators are uniquely positioned in children’s lives to promote positive values, beliefs and to foster authentic appreciation of difference. This important work is challenged by a discourse in wider society, based on fears of certain groups of people linked to extremism and terrorism. Recent policy and law changes in England, requires teachers to be gatekeepers and report concerns to authorities. Contextual Discourse Analysis (CDA) was used as the methodology to identify themes within the policy and curriculum documents reviewed in paper. This paper presents a case for early childhood academics and educators to consider a rationale for how they can promote values of tolerance and compassion and highlight and celebrate a range of religious and cultural traditions, and in order to promote a deeper respect and understanding.

Item Type: Article
Uncontrolled Keywords: RE; early childhood education and care; compassion; tolerance; peace; radicalization agenda; citizenship
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1139.2 Early childhood education
L Education > LC Special aspects of education > LC0980 Types of education > LC1090 Political education > LC1091 Citizenship education
L Education > LC Special aspects of education > LC0251 Moral and religious education
Divisions: Faculty of Education > School of Childhood and Education Sciences
Related URLs:
Depositing User: Dr Catherine Meehan
Date Deposited: 18 Sep 2017 14:20
Last Modified: 19 Sep 2017 16:29
URI: https://create.canterbury.ac.uk/id/eprint/16329

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Last edited: 29/06/2016 12:23:00