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Wolverhampton Intellectual Repository and E-Theses > School for Education Futures > Early Years > The Good, the Bad and the Pacifier: unsettling accounts of early years practice.

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/47424
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Title: The Good, the Bad and the Pacifier: unsettling accounts of early years practice.
Authors: Whitmarsh, Judy
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
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.
Type: Article
Language: en
Keywords: Children
Early years
Childcare
Child discipline
Child psychology
Foucault
Pacifiers
Dummies
Nurseries
Authoritative knowledge
ISSN: 1476-718X
Appears in Collections: Early Years

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