Are we setting children up to fail in the 21 st century? The need to reflect for a more sustainable approach

This research explores the ‘wicked problem’ (Rittel&Webber 1973) of high-stakes testing/assessment impact on notions of quality EC education. This was the fourth in a series of papers on sustainability by the ECSDN Sustainability Group to explore the detrimental effect high returns has on EC education introduced by Moss (2019) and the challenge set by Wyness (2000) to consider if childhood is in crisis. Pascal&Bertram’s (2018) praxeology is drawn upon to encourage educator reflexivity and the interconnected nature of sustainability, quality and the 3 pillars (UN 2015) whilst valuing the UNCRC (1990) and SDG4 (UN 2015).
As the research took place within, and for, the discipline of EC Studies, practice and Sustainable Pedagogy a Critical Interpretive Synthesis (CIS) Literature Based Research paradigm was taken with the position that the reviewers’ voice had an explicit role (Dixon-Woods et al 2006). The use of CIS allowed an investigation whilst highlighting new research that is needed to be undertaken (Newman&Gough 2020). Ethical consideration for the use of secondary data included the range of sources and possible author bias in line with University, BERA (2024) and EECERA (2014) guidelines.
The research questions current perceptions of quality and the skill of reflexivity in practice supporting the need to challenge the wider influences to allow consciousness of different perspectives.
The main findings argue for the need for personal questioning to appreciate the interconnected nature of Early Childhood Education for Sustainability in both practice and policy.