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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.
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.
dc.language.isoen
dc.publisherLondon: Sage Publications Ltd.
dc.relation.urlhttp://ecr.sagepub.com/cgi/content/abstract/6/2/145
dc.relation.urlhttp://direct.bl.uk/bld/PlaceOrder.do?UIN=230859461&ETOC=RN&from=searchengine
dc.subjectChildren
dc.subjectEarly years
dc.subjectChildcare
dc.subjectChild discipline
dc.subjectChild psychology
dc.subjectFoucault
dc.subjectPacifiers
dc.subjectDummies
dc.subjectNurseries
dc.subjectAuthoritative knowledge
dc.titleThe Good, the Bad and the Pacifier: unsettling accounts of early years practice.
dc.typeArticle
dc.identifier.journalJournal of Early Childhood Research
html.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.


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