When Public Preschool Teachers' Classroom Time Is Left Behind

• In Event: Voices and Diverse Experiences of Early Childhood Educators

Abstract

Understanding how preschool teachers live time and derive meanings relative to time in classrooms is crucial because structures of time are a major way in which educational inequalities are produced for young children in preschool classrooms. Examining preschool teachers’ experience shows how global neoliberal policies focused on producing children who conform to certain standards of proficiency and attainment influences the enactment of early years curriculum by creating challenges to teachers’ practices regarding academic time, assessment time, and inspection time.

Authors

• Melissa Beth Sherfinski, West Virginia University

• Hilary Woodrum, West Virginia University

• Diego Adolfo Navarro Meza, West Virginia University