By Alice Bradbury and Guy Roberts-Holmes (Foundations and Futures of Education)
A critical analysis of the growing dominance of data in schools and early childhood education settings. Covers the impact of data on the individual practitioner, particularly in play-based early years classrooms, the problems of collecting data through assessment of young children, how schools respond to increased pressure to produce the ‘right’ data – or how they ‘play with numbers’ – and private sector involvement in data processing and analysis.
