The legal framework of Early Childhood Education and Care (ECEC) settings in England requires the appointment of a key person for each of the children enrolled. The initial policy text that made the allocation of a key person to a child statutory was published Department for Children Schools and Families (2008) and the document itself as well as the non-statutory guidance emphasised the relationship aspects of this requirement and with it the inclusion of all attending children. By 2017 this statutory requirement continues to exist, though references to relationship building are mostly removed. Instead the administrative responsibilities are emphasises. In this paper I explore how the statutory requirement to name a key person, or the ‘policy in action’ turns into ‘policy in use’ (Ball and Bowe 1992).
The term key person can be traced back to Goldschmied and Jackson’s (1994) work on care for the youngest in childcare settings drawing on Bowlby’s (1979) attachment theory. The purpose and role of the key person in ECEC settings has been developed further in a book published by Elfer, Goldschmied, and Selleck (2003) just after the Guidance Birth to Three Matters (DfES 2002) became available and included the principle of the key person.
International comparison and increased interest in ECEC (OECD 2001, 2006, 2012; Cohen and Korintus 2016) has led to some convergence in thinking about the purpose and practice ECEC and in Europe to the Barcelona targets of provision. A comparison of the English and German system shows convergence in respect to a stronger emphasis on education and the acknowledgement of documentation of children’s learning. The complex development of ECEC services in each of the two countries (Penn 2009; Hohmann forth coming) results in an English system routed in neoliberalism whereas the German system is situated in a social-democratic ideology. On the one hand, the strong neoliberal orientation of the ECEC system and the tight net of statutory requirements, like the staff:child ratio and the named key person, are characteristic of the English system in contrast to German policy and a detailed examination of their impact on pedagogical practice deserves attention. On the other hand, attachment theory enjoys recognition in both of the countries and its relevance for care and education outside the parental home are discussed (for example, Grossmann and Grossmann 2015; Ahnert 2007; Elfer, Goldschmied, and Selleck 2012)
Literature reviewed for this paper seeks answers to the question in what way attachment theory informs structures of services and practices of the work with young children and their families in ECEC settings and the interdependency of structure, theory and policy interpretation at all policy making levels.