Teachers of the youngest children at school were the first to bear
the brunt of the policies to change the curriculum after the 1988
Education Act. What did the changes mean to them? How did they
perceive their impact upon their work, on standards in the
curriculum, on assessment and testing, and on their relationships
with pupils and colleagues? How did they cope with stress, long
working hours, intrusions into their home lives, and with change
imposed from outside? The authors capture in detail the views of
thirty infant teachers and compare their subjective perceptions,
dominated by a sense of massive change, with the objective record
of both continuities and changes in their work.
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