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Why the evicence-based paradigm in early childhood education and care is anything but evident

Michel Vandenbroeck (UGent) , Griet Roets (UGent) and Rudi Roose (UGent)
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Abstract
Praxeological research is a necessary contribution to the research field in early childhood education and care, which is currently dominated by an evidence-based paradigm that tends to consider the measurement of predefined outcomes as the most valid form of research. We analyse the history of the evidence-based paradigm in the field of medicine and psychology and address the emerging insights learnt, indicating that ‘what works’ is not always valid evidence. We ask critical questions about the alleged superiority of quasi-experimental designs, and suggest that the evidence-based paradigm may be fundamentally undemocratic. The analysis provides a rationale for the unique contribution of praxeological research to the early childhood field. An experiment with participative research on early childhood with five groups of parents in Flanders illustrates that praxeological research is both very complex and rather unpredictable. Yet, it also sheds some light on what democratic research may be about.
Keywords
PRESCHOOL, STRATEGIES, COUNTRIES, POLICY, DISADVANTAGED-CHILDREN, WELFARE, FUTURE, participation, parents, democracy, evidence-based, social inclusion

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MLA
Vandenbroeck, Michel, Griet Roets, and Rudi Roose. “Why the Evicence-based Paradigm in Early Childhood Education and Care Is Anything but Evident.” EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL 20.4 (2012): 537–552. Print.
APA
Vandenbroeck, M., Roets, G., & Roose, R. (2012). Why the evicence-based paradigm in early childhood education and care is anything but evident. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, 20(4), 537–552.
Chicago author-date
Vandenbroeck, Michel, Griet Roets, and Rudi Roose. 2012. “Why the Evicence-based Paradigm in Early Childhood Education and Care Is Anything but Evident.” European Early Childhood Education Research Journal 20 (4): 537–552.
Chicago author-date (all authors)
Vandenbroeck, Michel, Griet Roets, and Rudi Roose. 2012. “Why the Evicence-based Paradigm in Early Childhood Education and Care Is Anything but Evident.” European Early Childhood Education Research Journal 20 (4): 537–552.
Vancouver
1.
Vandenbroeck M, Roets G, Roose R. Why the evicence-based paradigm in early childhood education and care is anything but evident. EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL. 2012;20(4):537–52.
IEEE
[1]
M. Vandenbroeck, G. Roets, and R. Roose, “Why the evicence-based paradigm in early childhood education and care is anything but evident,” EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL, vol. 20, no. 4, pp. 537–552, 2012.
@article{3101863,
  abstract     = {Praxeological research is a necessary contribution to the research field in early childhood education and care, which is currently dominated by an evidence-based paradigm that tends to consider the measurement of predefined outcomes as the most valid form of research. We analyse the history of the evidence-based paradigm in the field of medicine and psychology and address the emerging insights learnt, indicating that ‘what works’ is not always valid evidence. We ask critical questions about the alleged superiority of quasi-experimental designs, and suggest that the evidence-based paradigm may be fundamentally undemocratic. The analysis provides a rationale for the unique contribution of praxeological research to the early childhood field. An experiment with participative research on early childhood with five groups of parents in Flanders illustrates that praxeological research is both very complex and rather unpredictable. Yet, it also sheds some light on what democratic research may be about.},
  author       = {Vandenbroeck, Michel and Roets, Griet and Roose, Rudi},
  issn         = {1350-293X},
  journal      = {EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL},
  keywords     = {PRESCHOOL,STRATEGIES,COUNTRIES,POLICY,DISADVANTAGED-CHILDREN,WELFARE,FUTURE,participation,parents,democracy,evidence-based,social inclusion},
  language     = {eng},
  number       = {4},
  pages        = {537--552},
  title        = {Why the evicence-based paradigm in early childhood education and care is anything but evident},
  url          = {http://dx.doi.org/10.1080/1350293X.2012.737238},
  volume       = {20},
  year         = {2012},
}

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