The Complexity of Dis/Continuity as Policy
In this article we share stories of children’s and families’ transitions as they move through early care and education systems in the United States. As part of the institutionalism of childhood (Dahlberg & Moss, 2005), there are public policies being implemented at the local, state, and national levels based on the concept of “continuity” that impact children and families. We discuss the assumptions that underline the concept of continuity in hopes to make complex the multiple perspectives and resulting policy agendas set forth in the name of continuity.
Keywords: Early Childhood, Continuity/Discontinuity
LicenseAuthors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Those reproducing all or part of manuscripts first published in the journal are asked to acknowledge the International Critical Childhood Policy Studies Journal.