Early Intervention and Evidence-Based Policy and Practice: Framing and taming

Edwards, Rosalind; Gillies, Val and Horsley, Nicola. 2016. Early Intervention and Evidence-Based Policy and Practice: Framing and taming. Social Policy and Society, 15(1), pp. 1-10. ISSN 1474-7464 [Article]

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Abstract or Description

In this article, we highlight some critical matters in the way that an issue is framed as a problem in policymaking and the consequent means of taming that problem, in focussing on the use and implications of neuroscientific discourse of brain claims in early intervention policy and practice. We draw on three sets of analyses: of the contradictory set of motifs framing the state of ‘evidence’ of what works in intervention in the early years; of the (mis)use of neuroscientific discourse to frame deficient parenting as causing inequalities and support particular policy directions; and of the way that early years practitioners adopt brain claims to tame the problem of deficient parenting. We argue that using expedient brain claims as a framing and taming justification is entrenching gendered and classed understandings and inequalities.

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Early intervention; brain science; evidence-based; parenting; social inequalities

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2 March 2015Published Online
January 2016Published

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Date Deposited:

03 Mar 2015 15:24

Last Modified:

15 Apr 2021 12:52

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Yes, this version has been peer-reviewed.



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