The Complexity of Dis/Continuity as Policy
Abstract
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
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