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Every Child Matters: 'tinkering' or 'reforming' - An analysis of the development of the Children Act (2004) from an educational perspective

Tucker, Stanley A. and Roche, Jeremy (2007). Every Child Matters: 'tinkering' or 'reforming' - An analysis of the development of the Children Act (2004) from an educational perspective. Education 3-13, 35(3) pp. 213–223.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1080/03004270701467168
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Abstract

This article presents an analysis of the factors shaping implementation of the Children Act (2004). Specific attention is given to examining the reoccurring themes and debates generated through a number of child abuse inquiries. A connection is made between these themes and debates and the emergence of the Every Child Matters agenda. The implications of the Act are considered from an educational policy and practice perspective. Three specific areas of development concerned with multidisciplinary work, workforce reform and 'extended schools' are considered, demonstrating how aspects of the Every Child Matters agenda appear to be unfolding in practice.

Item Type: Journal Article
ISSN: 0300-4279
Extra Information: International Journal of Primary, Elementary and Early Years Education
Academic Unit/Department: Health and Social Care
Item ID: 11727
Depositing User: Jeremy Roche
Date Deposited: 18 Sep 2008 13:40
Last Modified: 02 Dec 2010 20:12
URI: http://oro.open.ac.uk/id/eprint/11727
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