The Good, the Bad and the Pacifier: unsettling accounts of early years practice.

2.50
Hdl Handle:
http://hdl.handle.net/2436/47424
Title:
The Good, the Bad and the Pacifier: unsettling accounts of early years practice.
Authors:
Whitmarsh, Judy
Abstract:
In this article, interviews with eight managers and questionnaires from 75 practitioners are analysed to explore their perceptions of the role of pacifiers (or dummies) within the nursery. Managers and practitioners source their knowledge from the media, family/friends, and short professional speech and language courses; however, their perceptions of pacifiers derive from mainly contested research that has filtered into the public domain. This creates tensions between perceived parental rights to offer a child a pacifier, current UK guidelines and participants' own, often ambivalent, views. The article engages with Foucauldian concepts to explore how authoritative knowledge filters into everyday practice and to deconstruct relations of power within the early years setting.
Citation:
Journal of Early Childhood Research, 6(2): 145-162.
Publisher:
London: Sage Publications Ltd.
Journal:
Journal of Early Childhood Research
Issue Date:
2008
URI:
http://hdl.handle.net/2436/47424
Additional Links:
http://ecr.sagepub.com/cgi/content/abstract/6/2/145; http://direct.bl.uk/bld/PlaceOrder.do?UIN=230859461&ETOC=RN&from=searchengine
Type:
Article
Language:
en
ISSN:
1476-718X
Appears in Collections:
Early Years

Full metadata record

DC FieldValue Language
dc.contributor.authorWhitmarsh, Judy-
dc.date.accessioned2009-01-14T22:21:51Z-
dc.date.available2009-01-14T22:21:51Z-
dc.date.issued2008-
dc.identifier.citationJournal of Early Childhood Research, 6(2): 145-162.en
dc.identifier.issn1476-718X-
dc.identifier.urihttp://hdl.handle.net/2436/47424-
dc.description.abstractIn this article, interviews with eight managers and questionnaires from 75 practitioners are analysed to explore their perceptions of the role of pacifiers (or dummies) within the nursery. Managers and practitioners source their knowledge from the media, family/friends, and short professional speech and language courses; however, their perceptions of pacifiers derive from mainly contested research that has filtered into the public domain. This creates tensions between perceived parental rights to offer a child a pacifier, current UK guidelines and participants' own, often ambivalent, views. The article engages with Foucauldian concepts to explore how authoritative knowledge filters into everyday practice and to deconstruct relations of power within the early years setting.en
dc.language.isoenen
dc.publisherLondon: Sage Publications Ltd.en
dc.relation.urlhttp://ecr.sagepub.com/cgi/content/abstract/6/2/145en
dc.relation.urlhttp://direct.bl.uk/bld/PlaceOrder.do?UIN=230859461&ETOC=RN&from=searchengineen
dc.subjectChildrenen
dc.subjectEarly yearsen
dc.subjectChildcareen
dc.subjectChild disciplineen
dc.subjectChild psychologyen
dc.subjectFoucaulten
dc.subjectPacifiersen
dc.subjectDummiesen
dc.subjectNurseriesen
dc.subjectAuthoritative knowledgeen
dc.titleThe Good, the Bad and the Pacifier: unsettling accounts of early years practice.en
dc.typeArticleen
dc.identifier.journalJournal of Early Childhood Researchen
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