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Early Childhood Education in Small Island States: a Very British Story

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Early Childhood Education in Small Island States: a Very British Story EARLY CHILDHOOD EDUCATION IN SMALL ISLAND STATES i EARLY CHILDHOOD EDUCATION IN SMALL ISLAND STATES ii Early Childhood Education in Small Island States: A Very British Story Anna Baldacchino A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy The University of Sheffield School of Education Submission Date: September 2018 EARLY CHILDHOOD EDUCATION IN SMALL ISLAND STATES iii Abstract How postcolonialism has impacted primary, secondary and tertiary education in small island states (defined as those each with a resident population of up to one million) is well documented. This research study is inspired by postcolonial theory, island studies and small state studies, extending this analysis to the practice and pedagogy of early childhood education (2 - 5 years) in such countries. The study explores the origins and character of colonial lingering in the pedagogy and practice of early childhood education in small island states, with special reference to Malta and Grenada, both former British colonies. Interviews, observations and focus groups have been conducted in both countries. An online questionnaire was completed by 64 individuals residing in the world’s 27 small island states, (and of which 20 secured independence from Britain). The research findings suggest a colonial lingering in early childhood education in small island states. Manifestations of this include: the preference for school uniforms; the widespread use of standard English as the language of instruction; a top-down, exam-driven pedagogy that obliges an early start to schooling; and a strong focus on literacy and numeracy in the early years. There are also restrictions in play-based learning; and story books, weather and alphabet charts that are not necessarily relevant to the country’s culture and tradition and written in the English language, even though Malta and Grenada have their own vernacular. Being a small island state has its challenges. Findings from this research suggest that role multiplicity, as well as a relative lack of expertise, funding and resources, are impacting on the pedagogy and practices of early childhood education in such countries. Recommendations from this study include: a stronger acknowledgment of the vernacular, teaching aids that are more contextually and culturally sensitive, the provision of adequate funding and training, together with continuous support and mentoring when implementing new early years polices. The findings encourage a sober and critical reflection of the policies and practices governing early childhood education in small island states. Keywords: Malta, Grenada, Early Childhood Education, Small Island States, Postcolonialism, Language. EARLY CHILDHOOD EDUCATION IN SMALL ISLAND STATES iv I dedicate this work to the young children of Malta and Grenada EARLY CHILDHOOD EDUCATION IN SMALL ISLAND STATES v Acknowledgments It all started with a text message from a dear friend, telling me that she had registered for a PhD programme, while I was attending an Island Studies conference in Taiwan. So, special thanks go to my dear friend Charmaine Bonello, who was the instigator that made me take the decision to embark on doctoral studies. She has been of constant help, support and encouragement throughout this journey, even when the road was a bit uneven. The completion of this doctoral thesis would not have been possible without the support and expertise of various individuals along the way. I would like to thank my supervisor Prof Cathy Nutbrown for her continued guidance, encouragement and feedback. I am deeply grateful for her advice and mentorship, especially in difficult times. I would like to thank all the professors who came to Malta from the University of Sheffield, three times a year, to guide us through this journey. My thanks also go to Ms Sue Midolo, Head of St. Catherine’s High School, in Malta who hosted these events, and Mr Brian Gauci who was always there to lend a helping hand. This research work was part-financed by the European Union National Fund. My appreciation goes to my husband Godfrey who has supported me both emotionally and physically. He was always there when I hit a bump or was ready to give up. I would also like to thank my two sons James and Luke, who have both supported me and put up with me taking over the dinner table with my books, papers and laptop. My sincere thanks and appreciation goes to all the participants from Malta, Grenada, and the 27 small islands states around the world who graciously accepted to take part in my research. My thesis would not have been possible without their valuable input. A special thank-you goes to Dr John Telesford; without whose help I would not have been able to conduct my research in Grenada. This doctoral journey would not have been so enriching without the love and support of special friends. I would like to sincerely thank my sister Marisa Micallef, and my good friends Carmen Cortis, Kathryn Xuereb, Heather MacLeod and Gertrude Camilleri who have always believed in me and gave me words of encouragement throughout the doctoral experience. A special note of appreciation goes to Ms Grace Izzo who instilled in me the passion for early childhood education. Last but not least, my companions in distress, the other six doctoral students in my cohort. Thank you for all the times we picked each other’s brains and kept each other sane. Thank you all for believing in me. Thanks to all of you, I have grown to believe more in myself. EARLY CHILDHOOD EDUCATION IN SMALL ISLAND STATES vi Table of Contents Abstract ..................................................................................................................... iii Acknowledgments ...................................................................................................... v List of Tables ............................................................................................................. ix List of Figures ............................................................................................................ x Abbreviations ............................................................................................................ xi Chapter 1 – Introduction .......................................................................................... 1 Setting the Scene ....................................................................................................................................... 1 Research Questions .................................................................................................................................. 3 Aim of this study ....................................................................................................................................... 7 Theoretical Framework ......................................................................................................................... 7 Positionality ................................................................................................................................................ 9 Structure of the Thesis ......................................................................................................................... 13 Chapter 2 – Literature Review ............................................................................... 15 Small Island States .................................................................................................. 17 Definition of SIS ....................................................................................................................................... 17 Strengths and weaknesses of small island states ...................................................................... 19 Role multiplicity ................................................................................................................................. 19 ‘Brain Drain’ in Small Island States ............................................................................................ 25 Education in Small Island States ....................................................................................................... 29 Lack of Resources .............................................................................................................................. 31 Decentralisation of Education ...................................................................................................... 34 Cultural impact on curriculum ..................................................................................................... 37 Postcolonialism ........................................................................................................ 39 Postcolonial Theory ............................................................................................................................... 39 Impacts of Postcolonialism on SIS ................................................................................................... 43 Impacts of Postcolonialism on Education ..................................................................................... 47 Impacts of Postcolonialism on education in the Caribbean .................................................. 53 Impacts of postcolonialism on education in Malta ................................................................... 63 Early Childhood Education .................................................................................... 67 Definitions of Early Childhood Education and Care ................................................................
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