Pre-Kindergarten Policy and Politics: Discursive Interplay on Preparing the Ideal Voluntary Pre-Kindergarten Learner

• In Event: 46.086 - Roundtable Session 16
  In Roundtable Session: 46.086-22 - Politics of Early Childhood Policies and Accountability

Abstract

This chapter focuses on the interplay between neoliberalism, policy, and discourse on early childhood education. A critical policy discourse analysis of Florida's Voluntary Prekindergarten Education Program (VPK), revealed absences and interconnections that resulted in a cohesively interwoven neoliberal preschool policy discourse that constructs the type of learner for whom VPK programs are intended as well as the type of learning the student should demonstrate. Findings are that policy documents (state constitution, statutes, regulations, and other government documents), together with program standards, assessments, and accountability provisions focused on measurable academic achievement, construct an ideal preschool learner who is ready and literate. Implications for prekindergarten education and recommendations for emphasizing play and care in learning, learning environments, and policy assemblages are discussed.

Authors

• Angela C Passero, University of South Florida

• Carrie Gentner, Hillsborough County Public School District

• Vonzell Agosto, University of South Florida