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Amelia Ruscoe

Project title:

  • Power, perspective and affordance in early childhood

Supervisors:

  • Associate Professor Lennie Barblett
  • Professor Caroline Barratt-Pugh

Summary of thesis:

The powerful discourses of inclusion, achievement and PED (Play, Engagement, Development) influence the pedagogical decisions of teachers in early childhood. These decisions impact what children entering school are afforded. This has implications for a child’s engagement in learning and well-being. Disparity discovered between adult and child expectations of school illuminate the power children hold to sustain or disrupt a discourse. These findings challenge adult notions of power in early the childhood classroom.

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