Ritical case study report of selected social policy intervention in education.

In this assessment you are asked to research and prepare a critical case study report based on Early childhood, formulate a critical case study report based on it.

Introduction (200 words approx.)
Identify the policy focus of the case study report.
1. The background, origins and scope of the policy (including legislation) (750 words approx.)
Each area should be supported by evidence (references and examples from your reading of critical literature and other published sources)
2. Analysis and evaluation of reported strengths, weaknesses and achievements of the policy. (800 words approx.)
Again, each section should be supported by evidence (references and examples youi??re your reading)
You might consider working under three key themes/headings (i.e. the usual three points approach)
3. Conclusions (250 words approx.)
This section summarises the main findings of the report and some of the important questions arising from your analysis for consideration by future policy makers.
4. References (are not included in the word count)
Please note that you need to provide a list of references that you used to support the development of your report. You need to use references to support your discussion in the main body of the report. You are advised to refer to core and supplementary readings.
5. Appendices (optional, not included in the word count)
Any additional information that you feel is important to complement the report. Example: promotional material, web pages, journalistic commentary i??

Refrences:
Alexander, R. (Ed.)(2010) Children, their World, their Education: final report and recommendations of the Cambridge Primary Review, London: Routledge
Ansell, N., (2005), Children, Youth and Development, London: Routledge
Ball, S., Maguire, M. and Macrae, S., (2000) Choice, Pathways and Transitions: new youth, new economies in the global city, London: Routledge
Bartlett, S. and Burton, D., (2012), An Introduction to Education Studies , London: Sage
Blundell, D., (2012), Education and Constructions of Childhood, London: Continuum
Blundell D., i??Childhood and educationi??, Chapter 5 in Isaacs, S., Blundell, D., Foley, A., Ginsburg, N., McDonough, B., Silverstone, D. and Young, T., (2014), Social Problems in the UK: an introduction, London: Routledge

Blundell, D., (2015 in preparation), Rethinking Childreni??s Spaces and Places: attitudes in contemporary society, London: Bloomsbury
Compass (2008), The Commercialisation of Childhood, London: Compass
Childreni??s Society, (2009), A Good Childhood, London: Penguin

Cunningham, H., (2006) The Invention of Childhood, London: BBC Books

Hendrick, H., (1997b), Children, Childhood and English Society 1880-1990, Cambridge: Cambridge University Press

Honwara, A. and De Boeck, F. (2005), Makers and Breakers: children and Youth in Post-colonial Africa, Oxford: James Currey

Isaacs, S., Blundell, D., Foley, A., Ginsburg, N., McDonough, B., Silverstone, D. and Young, T., (2014), Social Problems in the UK: an introduction, London: Routledge

James, A. and James, A.L., (2012 2nd edition), Key Concepts in Childhood Studies, London: Sage

James, A. and Prout, A, (eds.)(1997) Constructing and Reconstructing Childhood: contemporary issues in the sociological study of childhood, London: Routledge

Jenks, C. (2005 2nd edition)), Childhood, London: Routledge

Jones, K., (2003), Education in Britain: 1944 to the present, London: Polity
Jones, P. et al, (eds.)(2008), Childhood: services and provision for children, Harlow: Pearson
Jones, P., (2009), Rethinking Childhood: attitudes in contemporary society, London: Continuum
Jones, P. and Welch, S., (2010), Rethinking Childreni??s Rights: attitudes in contemporary society, London: Continuum
Kehily, M.J., (2009), An Introduction to Childhood Studies, Maidenhead: Open University Press

Kelly, A.V., (2009), The Curriculum: theory and practice, London: Sage
Mills, J. and Mills, R. (Eds.) (2000) Childhood Studies: a reader in perspectives on childhood; London: Routledge

Mills, R. i??Perspectives of childhoodi?? in Mills, J. and Mills, R. (Eds.) (2000) Childhood Studies: a reader in perspectives on childhood; London: Routledge pp.7-38

Moss, D., i??The Social Divisions of Childhoodi?? in Jones, P. et al, (eds.)(2008), Childhood: services and provision for children, Harlow: Pearson

Pratt-Adams, S., Maguire, M. and Burn, E., (2010), Changing Urban Education, London: Continuum International
Race, R., (2011), Multicultural Education, London: Continuum
Robinson, K.H. and Jones Diaz, C., (2006), Diversity and Difference in Early Childhood Education, Maidenhead: Open University Press
Scriven, A. and Garman, S., (2007), Public Health: social context and action, Maidenhead: Open University Press
Sharp, J., Ward, S. and Hankin, L., (eds.) Education Studies: an issues based approach, Exeter: Learning Matters
Shields, R., (2013), Global Education, London: Continuum International

Stainton Rogers, W., i??Promoting better childhoods: constructions of child concerni??, in Kehily, M.J., (2009), An Introduction to Childhood Studies, Maidenhead: Open University Press

Tomlinson, S., (2008), Race and Education: policy and politics in Britain, Maidenhead: Open University Press

Welch, G., i??Education: service or system?i?? in Jones, P. et al, (eds.)(2008), Childhood: services and provision for children, Harlow: Pearson

Wells, K., (2009), Childhood in a Global Perspective, London: Polity Press

Wilkinson, R. and Pickett, K., (2010), Spirit Level: why equality is better for everyone, London: Penguin