Understanding and Using Policy and Legislation

This chapter provides an introduction to the way national early education policy is formed by Governments, Parliaments and Assemblies and translated into action. Policies are a very important part of professional life for an early educator because they often determine what they have to do in the workplace. It is therefore important to carefully consider which factors have influenced the content and design of a policy, in particular social and political influences. Policies are intended to be a positive and responsive way of developing quality provision and to deliver the best outcomes for children and families. They are not fixed and often alter as a result of changes to Government or when there are refinements to an existing policy. The chapter will explain the ways in which policy in the UK is influenced and forged and the two tiers of policy formation: structural and process will be explained. The educational policy of the four nations of the UK including National Curriculum, the EYFS, integrated working, inspection and accountability will be considered along with examples of local policy concerns. The chapter will provide a mechanism for the ongoing critical investigation of policy which allows those studying early education to recognise the complex range of factors this involves and to consider what this means for children and families.