Datafied at four: the role of data in the ‘schoolification’ of early childhood education in England

This paper examines how data collection and assessment practices in early childhood education settings for children aged birth to five in England have become increasingly formalized and school-like. The study uses interviews from early childhood education settings over ten years to explore how datafication—the process of turning educational activities into data—shapes the experiences and practices of both teachers and children. The research links these data-driven practices to 'schoolification', which refers to the adoption of school practices such as formal teaching, emphasis on literacy and mathematics, and grouping children by ability.

Key points

• Early childhood education in England is subject to both datafication and 'schoolification'—the adoption of school-like practices
• Data collection and assessment demands shape how teachers and children experience and engage with early childhood education
• Datafication produces data-driven subjectivities for both teachers and children in ECE settings
• Formalization of early childhood education includes more formal teaching, a focus on literacy and mathematics, and ability-based grouping
• These practices occur in both school-based and nursery-based early childhood education settings

Limitations

This paper is a conceptual and theoretical analysis based on interview data and does not evaluate the effectiveness or impact of datafication and schoolification on child outcomes. The study examines processes and practices rather than measuring effects on child development, well-being, or learning.